Who benefits from modelling tasks combined with experiments? Effects of students’ affective traits and learning situations on situational interest and feeling of competence
Autor(a) principal: | |
---|---|
Data de Publicação: | 2023 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | https://doi.org/10.48489/quadrante.31452 |
Resumo: | Modelling is a key mathematical competence. However, previous research has found inconsistent results concerning students’ motivation regarding modelling. One frequently discussed approach to foster students’ motivation is to combine modelling tasks with scientific experiments. In this contribution, we analyse which students benefit from such tasks – in the sense of beneficial affective states like situational interest and feelings of competence – by taking into account different learning situations related to modelling tasks with and without experiment as well as students’ affective traits, namely individual interest and mathematical self-concept. Our results with 82 students indicate that students’ affective states do depend on both, the specific learning situation and their affective traits. Especially in the case of situational interest, an interaction of learning situation and individual interest exists: students with low individual interest in mathematics report most situational interest in conducting experiments but not in modelling their experimental data, while students with high individual interest are most interested in modelling without experiments. We discuss theoretical and practical implications of these results. |
id |
RCAP_d43a56c0e6ccded512dd3b127ed2ced9 |
---|---|
oai_identifier_str |
oai:ojs.revistas.rcaap.pt:article/31452 |
network_acronym_str |
RCAP |
network_name_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository_id_str |
7160 |
spelling |
Who benefits from modelling tasks combined with experiments? Effects of students’ affective traits and learning situations on situational interest and feeling of competenceQuem beneficia das tarefas de modelação combinadas com experiências? Efeitos das características afetivas dos alunos e das situações de aprendizagem no interesse situacional e no sentimento de competênciaArtigosModelling is a key mathematical competence. However, previous research has found inconsistent results concerning students’ motivation regarding modelling. One frequently discussed approach to foster students’ motivation is to combine modelling tasks with scientific experiments. In this contribution, we analyse which students benefit from such tasks – in the sense of beneficial affective states like situational interest and feelings of competence – by taking into account different learning situations related to modelling tasks with and without experiment as well as students’ affective traits, namely individual interest and mathematical self-concept. Our results with 82 students indicate that students’ affective states do depend on both, the specific learning situation and their affective traits. Especially in the case of situational interest, an interaction of learning situation and individual interest exists: students with low individual interest in mathematics report most situational interest in conducting experiments but not in modelling their experimental data, while students with high individual interest are most interested in modelling without experiments. We discuss theoretical and practical implications of these results.A modelação é uma competência matemática fundamental. No entanto, investigações anteriores encontraram resultados inconsistentes relativamente à motivação dos alunos para a modelação. Uma abordagem frequentemente discutida para promover a motivação dos alunos é combinar tarefas de modelação com experiências científicas. Nesta contribuição, analisamos quais os alunos que beneficiam de tais tarefas - no sentido de estados afetivos benéficos como o interesse situacional e sentimentos de competência - tendo em conta diferentes situações de aprendizagem relacionadas com tarefas de modelação com e sem experimentação, bem como as características afetivas dos alunos, como o interesse individual e o autoconceito matemático. Os nossos resultados indicam que os estados afetivos dos alunos dependem tanto da situação de aprendizagem específica como das suas características afetivas. Em particular, no caso do interesse situacional, existe uma interação entre a situação de aprendizagem e o interesse individual: os alunos com baixo interesse individual pela matemática relatam maior interesse situacional na realização de experiências, mas não na modelação dos seus dados experimentais, enquanto os alunos com elevado interesse individual estão mais interessados na modelação sem experiências. Discutimos as implicações teóricas e práticas destes resultados.APM - Associação de Professores de Matemática2023-12-31info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://doi.org/10.48489/quadrante.31452eng2183-28380872-3915Geisler, SebastianRach, Stefanieinfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2024-01-04T20:45:40Zoai:ojs.revistas.rcaap.pt:article/31452Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T01:30:08.482226Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Who benefits from modelling tasks combined with experiments? Effects of students’ affective traits and learning situations on situational interest and feeling of competence Quem beneficia das tarefas de modelação combinadas com experiências? Efeitos das características afetivas dos alunos e das situações de aprendizagem no interesse situacional e no sentimento de competência |
title |
Who benefits from modelling tasks combined with experiments? Effects of students’ affective traits and learning situations on situational interest and feeling of competence |
spellingShingle |
Who benefits from modelling tasks combined with experiments? Effects of students’ affective traits and learning situations on situational interest and feeling of competence Geisler, Sebastian Artigos |
title_short |
Who benefits from modelling tasks combined with experiments? Effects of students’ affective traits and learning situations on situational interest and feeling of competence |
title_full |
Who benefits from modelling tasks combined with experiments? Effects of students’ affective traits and learning situations on situational interest and feeling of competence |
title_fullStr |
Who benefits from modelling tasks combined with experiments? Effects of students’ affective traits and learning situations on situational interest and feeling of competence |
title_full_unstemmed |
Who benefits from modelling tasks combined with experiments? Effects of students’ affective traits and learning situations on situational interest and feeling of competence |
title_sort |
Who benefits from modelling tasks combined with experiments? Effects of students’ affective traits and learning situations on situational interest and feeling of competence |
author |
Geisler, Sebastian |
author_facet |
Geisler, Sebastian Rach, Stefanie |
author_role |
author |
author2 |
Rach, Stefanie |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Geisler, Sebastian Rach, Stefanie |
dc.subject.por.fl_str_mv |
Artigos |
topic |
Artigos |
description |
Modelling is a key mathematical competence. However, previous research has found inconsistent results concerning students’ motivation regarding modelling. One frequently discussed approach to foster students’ motivation is to combine modelling tasks with scientific experiments. In this contribution, we analyse which students benefit from such tasks – in the sense of beneficial affective states like situational interest and feelings of competence – by taking into account different learning situations related to modelling tasks with and without experiment as well as students’ affective traits, namely individual interest and mathematical self-concept. Our results with 82 students indicate that students’ affective states do depend on both, the specific learning situation and their affective traits. Especially in the case of situational interest, an interaction of learning situation and individual interest exists: students with low individual interest in mathematics report most situational interest in conducting experiments but not in modelling their experimental data, while students with high individual interest are most interested in modelling without experiments. We discuss theoretical and practical implications of these results. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-12-31 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://doi.org/10.48489/quadrante.31452 |
url |
https://doi.org/10.48489/quadrante.31452 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
2183-2838 0872-3915 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
APM - Associação de Professores de Matemática |
publisher.none.fl_str_mv |
APM - Associação de Professores de Matemática |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
repository.mail.fl_str_mv |
|
_version_ |
1799136783513944064 |