| Field |
Value |
Language |
|
dc.contributor.author |
Kumar, B |
|
|
dc.contributor.author |
Hopwood, N
https://orcid.org/0000-0003-2149-5834
|
|
|
dc.contributor.author |
Sherab, K |
|
|
dc.date.accessioned |
2025-01-14T07:06:07Z |
|
|
dc.date.available |
2025-01-14T07:06:07Z |
|
|
dc.identifier.citation |
Journal of the International Society for Teacher Education, 28, (2), pp. 27-44 |
|
|
dc.identifier.issn |
1029-5968 |
|
|
dc.identifier.issn |
2521-6015 |
|
|
dc.identifier.uri |
http://hdl.handle.net/10453/183459
|
|
|
dc.description.abstract |
<jats:p>How do teachers elicit and sustain students’ interest and engagement in science lessons? This paper answers this question in the context of Bhutan, where students’ performance in science is low compared to other subjects, and where falling levels of interest in science are a concern. Like other countries in the Global South, a large proportion of science lessons are delivered through interactive lectures. Data were generated from observation of 78 grade 6, 8 and 10 science lessons at a Bhutanese middle secondary school, complemented by interviews with 4 students in each grade and their teachers. Teachers’ questioning techniques were key to interactive lectures that students found interesting and engaging. Using Krapp’s Person-Object theory of Interest (POI), questioning practices were analyzed in terms of cognitive challenges, autonomy, cognitive dissonance, and novelty. This paper offers new insights into science pedagogies for contexts where interactive lectures remain common pedagogical practice.</jats:p> |
|
|
dc.language |
en |
|
|
dc.publisher |
Brock University Library |
|
|
dc.relation.ispartof |
Journal of the International Society for Teacher Education |
|
|
dc.relation.isbasedon |
10.26522/jiste.v28i2.4746 |
|
|
dc.rights |
info:eu-repo/semantics/openAccess |
|
|
dc.subject |
1301 Education Systems, 1302 Curriculum and Pedagogy, 1303 Specialist Studies in Education |
|
|
dc.subject.classification |
3903 Education systems |
|
|
dc.subject.classification |
3904 Specialist studies in education |
|
|
dc.title |
Sustaining Students’ Interest and Engagement in Learning School Science During Interactive Lectures |
|
|
dc.type |
Journal Article |
|
|
utslib.citation.volume |
28 |
|
|
utslib.for |
1301 Education Systems |
|
|
utslib.for |
1302 Curriculum and Pedagogy |
|
|
utslib.for |
1303 Specialist Studies in Education |
|
|
pubs.organisational-group |
University of Technology Sydney |
|
|
pubs.organisational-group |
University of Technology Sydney/Faculty of Arts and Social Sciences |
|
|
utslib.copyright.status |
open_access |
* |
|
dc.rights.license |
This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/ |
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|
dc.date.updated |
2025-01-14T07:06:06Z |
|
|
pubs.issue |
2 |
|
|
pubs.publication-status |
Published online |
|
|
pubs.volume |
28 |
|
|
utslib.citation.issue |
2 |
|
