Science Triggers and Situational Interest in Everyday Family Life
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| Title: | Science Triggers and Situational Interest in Everyday Family Life |
|---|---|
| Language: | English |
| Authors: | Irit Vivante (ORCID |
| Source: | Journal of Research in Science Teaching. 2025 62(7):1814-1834. |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Science Interests, Science Education, Learner Engagement, Family Involvement, Childrens Attitudes, Scientific Attitudes, Stimuli, Design, Prompting |
| DOI: | 10.1002/tea.22028 |
| ISSN: | 0022-4308 1098-2736 |
| Abstract: | Interest in science is critical for science learning. The family plays a major role in supporting the development of children's interest in science by eliciting and fostering interest and engagement with science content and practice. This study characterizes triggers for interest in science in everyday family life and measures the duration of resulting engagement manifesting situational interest. In an insider researcher-ethnography of one family, we collected video and audio recordings of science-related interactions using fixed 24/7 audio and video cameras in the house and Go-Pro cameras outdoors. We identified 397 science interest-triggering events and classified them along three dimensions: (1) the connection between the stimulus and the object of interest (direct, indirect, or unidentified); (2) the design of the stimulus (designed or undesigned); (3) the attention to the stimulus (self-noticed or mediated). We found most triggers were direct (87%) and undesigned (82%), and they were equally mediated and self-noticed (50%-50%). Moreover, although designed triggers were relatively rare, they elicited longer situational interest than undesigned triggers. Interaction analysis of two illustrative events showed that this difference was related not only to features of the trigger design but also to the way participants co-constructed the interaction around it. The study's findings underscore the significance of developing targeted triggers for science learning in family contexts and providing parents with practical strategies to leverage undesigned triggers. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1482091 |
| Database: | ERIC |
| FullText | Text: Availability: 0 |
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| Header | DbId: eric DbLabel: ERIC An: EJ1482091 AccessLevel: 3 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Science Triggers and Situational Interest in Everyday Family Life – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Irit+Vivante%22">Irit Vivante</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5240-3210">0000-0002-5240-3210</externalLink>)<br /><searchLink fieldCode="AR" term="%22Dana+Vedder-Weiss%22">Dana Vedder-Weiss</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7115-243X">0000-0001-7115-243X</externalLink>) – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Journal+of+Research+in+Science+Teaching%22"><i>Journal of Research in Science Teaching</i></searchLink>. 2025 62(7):1814-1834. – Name: Avail Label: Availability Group: Avail Data: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 21 – Name: DatePubCY Label: Publication Date Group: Date Data: 2025 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Science+Interests%22">Science Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Education%22">Science Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learner+Engagement%22">Learner Engagement</searchLink><br /><searchLink fieldCode="DE" term="%22Family+Involvement%22">Family Involvement</searchLink><br /><searchLink fieldCode="DE" term="%22Childrens+Attitudes%22">Childrens Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Scientific+Attitudes%22">Scientific Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Stimuli%22">Stimuli</searchLink><br /><searchLink fieldCode="DE" term="%22Design%22">Design</searchLink><br /><searchLink fieldCode="DE" term="%22Prompting%22">Prompting</searchLink> – Name: DOI Label: DOI Group: ID Data: 10.1002/tea.22028 – Name: ISSN Label: ISSN Group: ISSN Data: 0022-4308<br />1098-2736 – Name: Abstract Label: Abstract Group: Ab Data: Interest in science is critical for science learning. The family plays a major role in supporting the development of children's interest in science by eliciting and fostering interest and engagement with science content and practice. This study characterizes triggers for interest in science in everyday family life and measures the duration of resulting engagement manifesting situational interest. In an insider researcher-ethnography of one family, we collected video and audio recordings of science-related interactions using fixed 24/7 audio and video cameras in the house and Go-Pro cameras outdoors. We identified 397 science interest-triggering events and classified them along three dimensions: (1) the connection between the stimulus and the object of interest (direct, indirect, or unidentified); (2) the design of the stimulus (designed or undesigned); (3) the attention to the stimulus (self-noticed or mediated). We found most triggers were direct (87%) and undesigned (82%), and they were equally mediated and self-noticed (50%-50%). Moreover, although designed triggers were relatively rare, they elicited longer situational interest than undesigned triggers. Interaction analysis of two illustrative events showed that this difference was related not only to features of the trigger design but also to the way participants co-constructed the interaction around it. The study's findings underscore the significance of developing targeted triggers for science learning in family contexts and providing parents with practical strategies to leverage undesigned triggers. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1482091 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1482091 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/tea.22028 Languages: – Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 1814 Subjects: – SubjectFull: Science Interests Type: general – SubjectFull: Science Education Type: general – SubjectFull: Learner Engagement Type: general – SubjectFull: Family Involvement Type: general – SubjectFull: Childrens Attitudes Type: general – SubjectFull: Scientific Attitudes Type: general – SubjectFull: Stimuli Type: general – SubjectFull: Design Type: general – SubjectFull: Prompting Type: general Titles: – TitleFull: Science Triggers and Situational Interest in Everyday Family Life Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Irit Vivante – PersonEntity: Name: NameFull: Dana Vedder-Weiss IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 0022-4308 – Type: issn-electronic Value: 1098-2736 Numbering: – Type: volume Value: 62 – Type: issue Value: 7 Titles: – TitleFull: Journal of Research in Science Teaching Type: main |
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