What makes a modelling problem interesting? Sources of situational interest in modelling problems
Autor(a) principal: | |
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Data de Publicação: | 2021 |
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.23861 |
Resumo: | Prior studies have shown that many students have poor modelling competencies. One reason for these results could be a lack of interest in solving modelling problems. Because not much is known about the sources of interest in modelling problems, we designed a qualitative study to investigate sources of students’ situational interest in solving modelling problems. The research questions were: (1) What sources do students report for their interest in modelling problems? (2) Does task processing influence students’ interest in modelling problems and the sources of situational interest? We presented four modelling problems with different real-world contexts to five ninth-graders. We asked the students to rank the problems with respect to their interest and to justify their rankings before and after solving the problems. Qualitative analysis showed two main sources of students’ interest: emotions about the real-world context of the problem and efficacy beliefs. Our results support the importance of task-specific emotions and efficacy beliefs proposed in theories of interest and uncover the role of the real-world context in triggering interest in modelling problems. |
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What makes a modelling problem interesting? Sources of situational interest in modelling problemsO que torna um problema de modelação interessante? Fontes de interesse situacional em problemas de modelaçãoArtigosPrior studies have shown that many students have poor modelling competencies. One reason for these results could be a lack of interest in solving modelling problems. Because not much is known about the sources of interest in modelling problems, we designed a qualitative study to investigate sources of students’ situational interest in solving modelling problems. The research questions were: (1) What sources do students report for their interest in modelling problems? (2) Does task processing influence students’ interest in modelling problems and the sources of situational interest? We presented four modelling problems with different real-world contexts to five ninth-graders. We asked the students to rank the problems with respect to their interest and to justify their rankings before and after solving the problems. Qualitative analysis showed two main sources of students’ interest: emotions about the real-world context of the problem and efficacy beliefs. Our results support the importance of task-specific emotions and efficacy beliefs proposed in theories of interest and uncover the role of the real-world context in triggering interest in modelling problems.Estudos anteriores mostram que os alunos possuem poucas competências de modelação e um dos motivos para isso pode estar relacionado com o pouco interesse em resolver problemas de modelação. Por conhecermos ainda pouco relativamente a fontes de interesse em problemas de modelação, desenvolvemos um estudo qualitativo que procura conhecer as fontes de interesse dos alunos em problemas de modelação. Definiram-se as seguintes questões de investigação: (1) Quais as fontes de interesse que os alunos referem para problemas de modelação? (2) A realização das tarefas influencia o interesse dos alunos por problemas de modelação e pelos contextos situacionais? Com esse propósito, apresentámos quatro problemas de modelação a 5 alunos do 9.° ano e solicitámos que os alunos ordenassem os problemas de acordo com o seu interesse e que justificassem essa ordenação antes e depois de terem resolvido os problemas. A análise qualitativa mostra duas fontes principais de interesse dos alunos: emoções relacionadas com o contexto do mundo real apresentado no problema e as conceções dos alunos sobre a sua eficácia. Os resultados sustentam a importância das emoções especificamente relacionadas com as tarefas e conceções de eficácia que têm sido discutidas na teoria de interesse e mostram o papel dos contextos do mundo real na ativação do interesse em problemas de modelação. APM - Associação de Professores de Matemática2021-06-30T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttps://doi.org/10.48489/quadrante.23861eng2183-28380872-3915Schulze Elfringhoff, MareikeSchukajlow, Stanislawinfo: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:RCAAP2022-09-22T17:07:08Zoai:ojs.revistas.rcaap.pt:article/23861Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T16:01:32.586329Repositório 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 |
What makes a modelling problem interesting? Sources of situational interest in modelling problems O que torna um problema de modelação interessante? Fontes de interesse situacional em problemas de modelação |
title |
What makes a modelling problem interesting? Sources of situational interest in modelling problems |
spellingShingle |
What makes a modelling problem interesting? Sources of situational interest in modelling problems Schulze Elfringhoff, Mareike Artigos |
title_short |
What makes a modelling problem interesting? Sources of situational interest in modelling problems |
title_full |
What makes a modelling problem interesting? Sources of situational interest in modelling problems |
title_fullStr |
What makes a modelling problem interesting? Sources of situational interest in modelling problems |
title_full_unstemmed |
What makes a modelling problem interesting? Sources of situational interest in modelling problems |
title_sort |
What makes a modelling problem interesting? Sources of situational interest in modelling problems |
author |
Schulze Elfringhoff, Mareike |
author_facet |
Schulze Elfringhoff, Mareike Schukajlow, Stanislaw |
author_role |
author |
author2 |
Schukajlow, Stanislaw |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Schulze Elfringhoff, Mareike Schukajlow, Stanislaw |
dc.subject.por.fl_str_mv |
Artigos |
topic |
Artigos |
description |
Prior studies have shown that many students have poor modelling competencies. One reason for these results could be a lack of interest in solving modelling problems. Because not much is known about the sources of interest in modelling problems, we designed a qualitative study to investigate sources of students’ situational interest in solving modelling problems. The research questions were: (1) What sources do students report for their interest in modelling problems? (2) Does task processing influence students’ interest in modelling problems and the sources of situational interest? We presented four modelling problems with different real-world contexts to five ninth-graders. We asked the students to rank the problems with respect to their interest and to justify their rankings before and after solving the problems. Qualitative analysis showed two main sources of students’ interest: emotions about the real-world context of the problem and efficacy beliefs. Our results support the importance of task-specific emotions and efficacy beliefs proposed in theories of interest and uncover the role of the real-world context in triggering interest in modelling problems. |
publishDate |
2021 |
dc.date.none.fl_str_mv |
2021-06-30T00:00:00Z |
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.23861 |
url |
https://doi.org/10.48489/quadrante.23861 |
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 |
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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 |
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1799130480538288128 |