Effects of three basic dimensions of instructional quality on students' situational interest in sixth-grade biology instruction

被引：36
作者：
Dorfner, Tobias [1 ]
Foertsch, Christian [1 ]
Neuhaus, Birgit J. [1 ]
机构：
[1] Ludwig Maximilians Univ Munchen, Dept Biol 1, Biol Educ, Winzererstr 45-2, D-80797 Munich, Germany
来源：
LEARNING AND INSTRUCTION | 2018年 / 56卷
关键词：
Instructional quality features; Video study; Biology instruction; Basic instructional dimensions; Multilevel analyses; SECONDARY-SCHOOL; COGNITIVE ACTIVATION; CLASSROOM MANAGEMENT; KNOWLEDGE; SCIENCE; ACHIEVEMENT; MOTIVATION; MODEL;
D O I：
10.1016/j.learninstruc.2018.03.001
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
Previous research defined and evaluated three basic dimensions of instructional quality: classroom management, supportive climate, and cognitive activation. This study examined their effects on students' situational interest in videotaped biology instruction from German sixth-grade classes. Additionally, we evaluated the mediating effects of cognitive activation on classroom management and supportive climate using multilevel analyses. Each of the 28 biology classes in our sample had three lessons videotaped while the topic botany was being taught. The three basic dimensions of instructional quality were separately examined using respective rating manuals. Multilevel analyses showed positive total effects of all the three dimensions on students' situational interest. The results also revealed empirical evidence that cognitive activation mediated both the effects of classroom management and supportive climate on students' situational interest. As our findings indicate subject-specific characteristics are necessary to foster students' situational interest, we suggest further studies for deeper examination and analysis of these characteristics.
引用
收藏
页码：42 / 53
页数：12
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