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The Capital Region of Denmark - a part of Copenhagen University Hospital
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Seven place-conscious methods to stimulate situational interest in science teaching in urban environments

Research output: Contribution to journalJournal articleResearchpeer-review

  1. Swings and roundabouts? Pupils’ experiences of social and academic well-being in education outside the classroom

    Research output: Contribution to journalJournal articleResearchpeer-review

  1. Associations between previous sport and exercise experience and physical literacy elements among physically inactive Danes

    Research output: Contribution to journalJournal articleResearchpeer-review

  2. The Association between Education Outside the Classroom and Physical Activity: Differences Attributable to the Type of Space?

    Research output: Contribution to journalJournal articleResearchpeer-review

  3. På vej mod en sundere og bedre behandlet befolkning?

    Research output: Contribution to journalComment/debateCommunication

  4. Velfærdsnetværk: Skab en fælles mission og gør velfærdsinnovation effektfuld

    Research output: Other contributionNet publication - Internet publicationCommunication

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In this study, we explored how teachers can take advantage of a ‘place’ in urban environments outside the school and thereby stimulate pupils’ situational interest in science teaching. Drawing on the Sophos research method, we conducted a single case study including film-elicited interviews. The data consisted of transcribed interviews with 4 experienced teachers and 11 pupils. The interviews were elicited by films showing group work in science teaching in urban environments: a parking lot, a green public park and a zoo. We conducted individual interviews with science teachers, while the interviews with pupils were carried out in small groups. To analyse our data, we applied a hermeneutic content analysis. We identified seven place-conscious teaching methods that have the potential to stimulate pupils’ situational interest. These methods included: (1) handling objects; (2) integrating new places; (3) alignment between the environment and task; (4) integrating minimal cultivated places; (5) providing a science perspective on everyday places; (6) disseminating historical or cultural knowledge of places; and (7) surprises. Starting from a discussion drawing on studies that explored triggers of pupils’ situational interest, we argue that science teachers can draw on these seven place-conscious methods to stimulate interest in science teaching in urban environments.

Original languageEnglish
JournalEducation 3-13
Volume47
Issue number2
Pages (from-to)162-175
Number of pages14
ISSN0300-4279
DOIs
Publication statusPublished - 17 Feb 2019

    Research areas

  • Education outside the classroom, interest, place-conscious education, qualitative case study, science education

ID: 52573046