In:
Zeitschrift für Didaktik der Naturwissenschaften, Springer Science and Business Media LLC, Vol. 26, No. 1 ( 2020-12), p. 191-206
Abstract:
Students show a lack in content knowledge and are often less interested in Chemistry. As it is well known that a permanent stimulation of situational interest can positively influence students’ individual interest, learning materials (e.g. in form of narrative texts) may foster students’ situational interest and increase students’ knowledge. However, there is a lack of empirical studies concerning narrative texts in comparison to other text types like expository texts, which is the dominant form of schoolbook texts. Therefore, the purpose of this study is the development and evaluation of a narrative text to investigate the influence on the enhancement of students’ domain-specific content knowledge and on the increase of their situational interest comparing to expository texts including the same learning content. Results of the study show that the group, which is learning with the narrative text, achieves a significant higher knowledge growth and has a higher situational interest than the group learning with the expository text. In addition, there are gender effects with regard to studying with the narrative text. Girls are more interested in the narrative text, rate the text more positively and spend more time with the text than boys. All in all, there is a valid model for girls showing a relation between the narrative text, situational interest, learning time and learning achievement.
Type of Medium:
Online Resource
ISSN:
0949-1147
,
2197-988X
DOI:
10.1007/s40573-020-00120-z
Language:
German
Publisher:
Springer Science and Business Media LLC
Publication Date:
2020
detail.hit.zdb_id:
2014046-0
detail.hit.zdb_id:
1285909-6
SSG:
5,3
