Personal challenges related to multiplicity of interests and contexts can become more salient during educational transitions, specifically when students move from secondary to higher education.
References Ainley, M. By the s, developers had mostly run out of good land for such low-density developments and began to focus on building higher-density developments, often on marginal land that had been previously overlooked because it had been considered to be too rugged or too distant from urban downtowns.
In line with scientific attention for processes at the individual level, we see educational ambitions toward more personalized, interest-based, and connected learning and calls for more person-centered research Ito et al. The four-phase model of interest development.
Data collection included seven waves of experience sampling of daily life interest experiences with the help of a newly developed smartphone application inTin and four biographical interviews per student.
Norwood, NJ: Ablex Pub. To be able to look at dynamics, we first consider 1 what multiple interests students have P-Osand 2 how these multiple interests appear in and across multiple contexts P-O-Cs.
Winegar Ed. Parent-daughter dyads were observed and videotaped in four everyday contexts in which science-related discourse was likely to be elicited: 1 engaging with an in-home, science-related activity, 2 reading a science-related book together, 3 visiting the early childhood learning space at a science center, and 4 participating in one activity the family identified as science related, such as a walk to a botanical garden.
In our opinion and informed by cultural psychology i. Lerner Eds.
For every report, students were asked to describe what they thought, discussed, or did and what they found to be of lower or higher interest in this instance.