<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Rauno Neito</style></author><author><style face="normal" font="default" size="100%">Elisa Vilhunen</style></author><author><style face="normal" font="default" size="100%">Jari Lavonen</style></author><author><style face="normal" font="default" size="100%">Kaido Reivelt</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">PREDICTING SITUATIONAL INTEREST BY INDIVIDUAL INTEREST AND INSTRUCTIONAL ACTIVITIES IN PHYSICS LESSONS: AN EXPERIENCE SAMPLING APPROACH</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">experience sampling method</style></keyword><keyword><style  face="normal" font="default" size="100%">instructional activities</style></keyword><keyword><style  face="normal" font="default" size="100%">lower secondary school physics</style></keyword><keyword><style  face="normal" font="default" size="100%">physics education</style></keyword><keyword><style  face="normal" font="default" size="100%">situational interest</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2023</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2023</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2023/987-1702729135.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">22</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Enhancing interest in physics learning has been an important component of education policy and policy implementation for decades. However, in many countries, student interest in physics has not increased. The aim of this study was to predict situational interest using individual interest and the instructional activities students engaged in. Also, the suitability of the data collection approach to measure situational interest was assessed. A teaching module about real-world oscillations was implemented to 179 Estonian lower secondary school students. Data about situational interest were collected using the experience sampling method (ESM), which was measured three times during the module. The results indicated that gender, grade, and instructional activities did not predict situational interest. Individual interest was a significant predictor and correlation with situational interest increased with time, contrary to previous findings. The ESM approach used in this study was considered to be effective in disturbing students’ study flow minimally but may have affected the amount of missing data. This study contributes to the research done on student interest in a classroom setting by indicating a more complex relationship between situational and individual interest than previously suggested. </style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">1063-1073</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Yinsheng Liu</style></author><author><style face="normal" font="default" size="100%">Wei He</style></author><author><style face="normal" font="default" size="100%">Li Zhao</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">EFFECTS OF INQUIRY LEARNING WITH DIFFERENT TASK ORDERS ON FIFTH GRADERS' INDIVIDUAL AND SITUATIONAL INTEREST AND CONCEPT ACHIEVEMENT IN SCIENCE EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Journal of Baltic Science Education</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">concept achievement</style></keyword><keyword><style  face="normal" font="default" size="100%">individual interest</style></keyword><keyword><style  face="normal" font="default" size="100%">inquiry learning</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">situational interest</style></keyword><keyword><style  face="normal" font="default" size="100%">task order</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2022</style></year><pub-dates><date><style  face="normal" font="default" size="100%">October/2022</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://oaji.net/articles/2022/987-1667237111.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">21</style></volume><pages><style face="normal" font="default" size="100%">Continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Inquiry-based learning has been widely applied in the classroom. Different inquiry learning models may have different orders of performing tasks and discussing. In this study, the Discuss-Do (D-DO) inquiry model and the Do-Discuss (DO-D) inquiry model were applied in the science learning of two groups of fifth-grade students. Group 1 (n = 41) used the Discuss-Do model whereas Group 2 (n = 38) used the Do-Discuss model. Interest measurements and the Light Reflection Test were administered to the two groups prior to and following the experiment to investigate the effects of the two kinds of inquiry model on students' individual and situational interest, and concept achievement through learning the unit of Light Reflection in a science course. Results showed a significant difference in situational interest and concept achievement between the two groups. However, there was no significant difference in the individual interest of the two groups. Findings suggested that the adoption of the Do-Discuss model is more conducive to learners' development of situational interest and concept achievement, which has implications for exploring task order adjustments for inquiry-based learning, as well as in education for science instructors. </style></abstract><issue><style face="normal" font="default" size="100%">5</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">849-861</style></section></record></records></xml>