Please use this identifier to cite or link to this item: https://repository.isls.org/handle/1/379
Title: Moving ahead in the study of STEM interests and interest development: A new research agenda
Authors: Azevedo, Flavio S.
Ahn, June
Mann, Michele J.
Dorph, Rena
Cannady, Matthew A.
Lee, Victor R.
Cain, Ryan
Bell, Philip
Issue Date: Jul-2016
Publisher: Singapore: International Society of the Learning Sciences
Citation: Azevedo, F. S., Ahn, J., Mann, M. J., Dorph, R., Cannady, M. A., Lee, V. R., Cain, R., & Bell, P. (2016). Moving ahead in the study of STEM interests and interest development: A new research agenda In Looi, C. K., Polman, J. L., Cress, U., and Reimann, P. (Eds.). Transforming Learning, Empowering Learners: The International Conference of the Learning Sciences (ICLS) 2016, Volume 2. Singapore: International Society of the Learning Sciences.
Abstract: We seek to jumpstart a program whose long-term goal is to advance a more nuanced and encompassing understanding of STEM interests by comparing and contrasting how they are manifested across settings of STEM practice. People can and do get interested in STEM-based activities in the various spaces in which they encounter these activities—e.g., the home, museums, hobby fields, school, and after-school programs. However, because each such setting operates under different constraints and affordances, the forms of interest-based participation they spawn and support are qualitatively different. This symposium brings together four distinct research projects, each of which addresses very different settings, aspects, and phenomena in people’s interest-based participation in STEM. The projects also deploy very different methodologies to document and measure people’s interests. By comparing and contrasting these very distinct takes on interests and their manifestations across settings, we gain insight into both generalities and context specific aspects of interests and their enactment.
URI: https://repository.isls.org/handle/1/379
https://doi.dx.org/10.22318/icls2016.172
Appears in Collections:ICSL 2016

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