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Research-based Innovative Units for Enhancing Student Cognitive Outcomes and Interest in Science

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Contributions from Science Education Research

Abstract

This paper is organised around two issues, firstly locating interests in science within science education research and secondly providing examples of four types of research-based approaches to curriculum. The first issue, from the extant literature, is concerned with present trends in science enrolments and interest in science, primarily in developed nations. Three questions organise this Section: do current science curricula achieve the intended affective (interest) and cognitive (achievement) goals; how are interests in science best measured; and what is the contribution of research on conceptual change for science achieving affective and cognitive goals? The second issue provides examples of the evaluation of innovative ‘units’ – interpreted as topics within a curriculum – in science for enhancing affective and cognitive goals, both from other colleagues and from my own work. The relative incidence and viability of the four research types are discussed. The paper concludes with recommended research needed to move the field of interests in science forward, claiming that without research to determine whether or not innovative research-based curricula or topics within a curricula are perceived by students as being interesting, and that successful learning outcomes ensue, there is little likelihood of arresting this decline of enrolments in science

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Authors
  1. David F. Treagust
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Editors and Affiliations

  1. Universitat Autònoma de Barcelona, Spain

    Roser Pintó  & Digna Couso  & 

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Treagust, D.F. (2007). Research-based Innovative Units for Enhancing Student Cognitive Outcomes and Interest in Science. In: Pintó, R., Couso, D. (eds) Contributions from Science Education Research. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-5032-9_2

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