As the class turns: possibilities to embed situational interest in the classroom

1. As the class turns: possibilities to embed situational interest in the classroom Quincy Elvira Dorien Doornebos-Klarenbeek Development of Economic Education Cardiff 2009

2. Program Development of Economic Education Cardiff 2009

3. Research question • What instructional practices support situational interest (and do these lead to changes in individual interest)? Development of Economic Education Cardiff 2009

4. Interest Interest as a motivational variable refers to the psychological state of engaging or the predisposition to reengage with particular classes of objects, events or ideas over time (Renninger & Hidi, 2001). • Fosters remembering & understanding • Positive attitude • Higher order learning strategies Development of Economic Education Cardiff 2009

5. Model of interest development(Hidi & Renninger, 2006) Triggered situational interest Context Maintained situational interest Emerging individual interest Well-developed individual interest Individual Situational interest refers to focused attention and the affective reaction that is triggered in the moment by environmental stimuli, which may or may not last over time (Renninger & Hidi, 2001). Development of Economic Education Cardiff 2009

6. Identified sources of situational interest Novelty (i.e. a new or unusual experience) Surprise (i.e. unexpected or discrepant stimuli) Autonomy (i.e., offering students meaningful choices) Suspense Social involvement Background knowledge Source: Anderman, Noar, Zimmerman, & Donosshew, 2004; Hidi, 2001) “Meaningfulness” occurs when students perceive activities as relevant to their present lives “involvement”refers to the degree in which students are active participants in the learning process” Source: Mitchell, 1993 Aim: Implement these sources in work lectures Development of Economic Education Cardiff 2009

7. “As the class turns” Objective: Activate the prior knowledge (background knowledge) about labour market on demand side as well as supply side. Cartoon: Fokke & Sukke (Duck & Birdie). Development of Economic Education Cardiff 2009

8. What are your associations with the labour market? Write down key words. Development of Economic Education Cardiff 2009

9. Word web politics technology abstract Vacancy labour unions work Labour market Working hours staff Salary greediness strike Demand & supply unemployment Application Letter employment Development of Economic Education Cardiff 2009

10. What is today’s topic? Agnes Jongerius, leader of the FNV trade union Development of Economic Education Cardiff 2009

11. Why this topic? • Controversial issue • Involve value judgement • Connected to conflicting interests • Connected to group narratives and identities • Different positions in the field (Becker “taste model”, Arrow) • Considered as important within society • Question lives! (Wellington, 1986, Chevallord, 1997, Berg et al, 2003, Legardez, 2006, Hess, 2005;2008) Development of Economic Education Cardiff 2009

12. “As the class turns” Context: Exclusion (discrimination on the labour market) In 4 rounds students were shown a part of a documentary (+/-3 min) about exclusion in the labour market. • Fragment disabled people in the labour market (3 min) • Peer-discussion (4 min) • Fragment elderly (age 45+) in the labour market (3 min) • Peer-discussion (4 min) • Fragment ethnic minorities in the labour market (3 min) • Peer-discussion (4 min) • Fragment disadvantaged young people in the labour market (3 min) • Peer-discussion (4 min) Round 1 Round 2 Round 3 Round 4 A week later, a talk show Development of Economic Education Cardiff 2009

13. Assignment Causes: Consequences: Possible solutions: Reasons to go towork: Explain causes, explain consequences, analyze reasons to go to work, create possible solutions Development of Economic Education Cardiff 2009

14. Learning outcomes Discrimination can occur when an employer acts as if the costs of an employee are higher than the wage from a particular group (Becker, 1957). Undesirable from an ethical and social perspective Economically inefficient, decreases incentive to supply labour work and to build human capital. Development of Economic Education Cardiff 2009

15. (Visual) representation Learning activities Learning Outcome ≠ misconceptions “Economics in context”: our view context Economic Thinking Conceptual model (= knowledge structure,which students need to possess) Mental model (what is happening in students’ head?) Mental representation ( Conceptualizing the mental model) Teaching Moment Development of Economic Education Cardiff 2009

16. Situational interest What instructional practices support situational interest (and do these lead to changes in individual interest)? Problem-solving may make students aware of inadequacies of or inconsistencies in their previous knowledge of a topic. Active participation: We adopt hands-on methods to get students involved with the material and subject matter (Del Favero, 2007). Meaningfulness: Learning by building on (our) present knowledge or skills (Background knowledge)(Del Favero, 2007) . The creation of imaginative contexts and the use of stories and narratives may produce a novelty effect that elicits situational interest (Bergin,1999;Cordova & Lepper, 1996) Development of Economic Education Cardiff 2009

17. Situational interest situational interest Discussion Students are engaged in tasks which allow them to express their ideas and reflections freely New to them, novelty may have an “interest” aspect. Working with peers leads students to experience positive relationships, which can also be a supportive condition for interest development Concreteness : The video clips can easily be linked to everyday experience. Development of Economic Education Cardiff 2009

18. Students’ Comments “Giving us the initiative by using word webs instead of transmitting knowledge, was motivating “ In a lesson such as this one you really get involved in the topic” “By making different groups (alternating), you are working with students, with whom you normally do not cooperate with and that gives interesting insights”. “We learn to critically watch film fragments (related to the topic)” “It is challenging to give your opinion about this topic” Development of Economic Education Cardiff 2009

19. Students’ Comments “Brainstorming concepts make me/us wonder” “The use of small movies and teasers let our minds flow” “I think this a great improvement of a lesson and you really try to imagine how a person or a group thinks”. “You connect to the students’ perception and to the contemporary topicality”. “All points of view are approved and complimented” “Positive teacher feedback on my concepts have me change my attitude during the lecture”. Development of Economic Education Cardiff 2009

20. Surprise the students! Conclusion • A temporary state of interest may be stimulated by four aspects of the learning environment: • Role of the teacher: • Approve & compliment students • Devil’s advocate (challenge them!!) • Mirror • Learning activities • novelty • autonomy • suspense • background knowledge • Ill-structured questions (discuss, brainstorm) • Interpersonal activities • Social involvement • Specific topics; • use controversial issues; conflicting views lead to interesting discussions, • contemporary topicality. Development of Economic Education Cardiff 2009