Classroom discussion and individual problem-solving in the teaching of history: Do different instructional approaches affect interest in different ways? |
| |
Authors: | Laura Del Favero Pietro Boscolo Giulio Vidotto Marco Vicentini |
| |
Institution: | aDepartment of Developmental and Socialization Psychology, University of Padova, Via Venezia 8, 35131 Padova, Italy;bDepartment of General Psychology, University of Padova, Via Venezia 8, 35131 Padova, Italy |
| |
Abstract: | In this study, 100 Italian eighth graders were divided into two groups to compare the effects of two instructional interventions – the first based on problem-solving through discussion, the second on individual problem-solving – on students' learning of two historical topics (World War I and the economic boom), interest and self-perception of competence in history. The intervention based on discussion produced greater situational interest and understanding of the historical inquiry. The topic of World War I turned out to be an effective source of situational interest. Structural equation models showed that situational interest elicited by the use of discussion and by World War I impacted both on students' individual interest and on self-perception of competence in history. |
| |
Keywords: | Individual interest Topic interest Situational interest Self-perception of competence Discussion Problem-solving History |
本文献已被 ScienceDirect 等数据库收录! |
|