In:
CHEMKON, Wiley, Vol. 29, No. 6 ( 2022-09), p. 639-645
Abstract:
The learning environment “Donor‐Acceptor Reactions – placed in Bubble Tea Balls” was a joint project developed within the framework of the project MINT 2 KA for students in a German college. It was tested in the teaching‐learning laboratories of the universities of education in Karlsruhe and Heidelberg. The focus of the scientific monitoring was the perspective of the students regarding their perceptions when visiting the teaching‐learning labs. In particular, the situational interest, the social integration and the self‐activity of the students were investigated. Here, the interest was understood as a multidimensional construct and the student relationship to the experience during the learning environment was seen as a key element. During the research, the degree of situational interest was measured by the subjective feelings of appreciation, emotional experience, value‐related valence and the epistemic orientation of a person in relation to the laboratory visit. The results of the questionnaire‐based survey showed positive values regarding the sub‐dimensions of situational interest. In addition, a high degree of self‐activity of the students as well as social integration through the evoked learning atmosphere was determined.
Type of Medium:
Online Resource
ISSN:
0944-5846
,
1521-3730
DOI:
10.1002/ckon.202000081
Language:
English
Publisher:
Wiley
Publication Date:
2022
detail.hit.zdb_id:
1186051-0
detail.hit.zdb_id:
2080352-7
SSG:
5,3