Interest and Self-Sustained Learning as Catalysts of Development: A Learning Ecology Perspective

By Brigid Barron. Human Development, 2006

968 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/4f4764c65b0bcc85fd917170cfe1af8b56b873ee

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In Developmental and Educational Psychology

In Education

In Human Factors and Ergonomics

Citations in the corpus

Social media and education: reconceptualizing the boundaries of formal and informal learning (2016, background): “Underlying these ideas are assumptions that boundaries between learning in and out of ‘formal’ education can be porous, slippery and perplexing (Barron 2004, 2006).”
Social Influences on Interest (2016, background): “Parents may ask a technology-interested daughter to develop a family website and then further support her interest in technology (Barron, 2006).”
Interest And Its Development (2012, background): “(Harackiewicz, Barron, Tauer, & Elliot, 2002; Harackiewicz, et al., 2008) findings, Denissen et al. (2007) found that students between 6 and 17 years of age felt competent and interested in the subjects in which they achieved and in which they perceived themselves to have ability.”
Secondary school students' interests, attitudes and values concerning school science related to environmental issues in Finland (2011, background): “outside the school, as described for instance in ‘the learning ecology framework’ by Barron (2006). In this study, we consider ‘interest’ to be topic-specific, related to an object, activity or subject area (Krapp 2003, 2007; Krapp, Hidi, and Renninger 1992). Attitude has been defined as a psycholog”
Conducting Video Research in the Learning Sciences: Guidance on Selection, Analysis, Technology, and Ethics (2010, positive): “The experiences of researchers using video as a tool for inquiry have yielded a number of models and concrete suggestions for conducting video analyses that are particularly useful for beginning researchers (e.g., Barron, 2006; Cobb & Whitenack, 1996; Erickson, 2006; Powell et al., 2003).”
Relational Equity as a Design Tool Within Making and Tinkering Activities (2016, background): “M & T activities provide a context for connecting youths’ everyday interest and practices with new forms of activity and participation, through engaging youth in an interest-driven collaborative process of (re)design, (re)production, reflection, and remixing (Barron, 2006; Ito et al., 2010) in activ”
Adolescents’ Development of Individual Interests: A Product of Multiple Goal Regulation? (2010, background): “Persons also often carry their interests from one context to another (Barron, 2006).”
Preparing People for Rapidly Changing Environments (2007, background): “In addition, many students innovate in informal settings in order to pursue their chosen activities, yet may not seem innovative in school [28, 29].”
New Conceptual Frameworks for Student Engagement Research, Policy, and Practice (2013, background): “As indicated by social-cultural theory, students’ lives are influenced by a host of social and cultural forces that require them to co-negotiate and co-construct the social-cultural norms, perceptions, and processes around them (Barron, 2006; Nasir & Saxe, 2003; Ogbu, 1995).”
The State of Makerspace Research: a Review of the Literature (2020, background): “2 shows affective outcomes identified in thirteen studies (Bar-el, Zuckerman, & Shlomi, 2016; Barron, 2006; Barton et al., 2016; Bevan et al., 2015; Bowler & Champagne, 2016; Bull, Schmidt-Crawford, McKenna, & Cohoon, 2017; Chu, Quek, Bhangaonkar, Ging, & Sridharamurthy, 2015; Davis & Mason, 2016; F”
The second educational revolution: rethinking education in the age of technology (2010, background): “Similarly, Brigid Barron (2006) describes a middle school girl who became interested in digital art.”
Understanding the Quality of Out‐of‐Class English Learning (2015, background): “Brown (2000) compares the learning environment to an ecology comprising various dynamic and interdependent elements, and these various formal, non-formal and informal learning elements interact with each other to form an individual’s learning ecology (Barron, 2006; Colley, Hodkinson & Malcolm, 2003)”
Learning, Teaching, and Scholarship in a Digital Age (2009, background): “…(b) individuals create learning contexts for themselves within and across settings, (c) the boundaries among settings can be permeable, and (d) interest-driven activities can span contextual boundaries and be self-sustaining given adequate time, freedom, and resources (Barron, 2006, pp. 199–201).”
Engaging in Science: A Feeling for the Discipline (2016, background): “…also sheds light on the importance of considering interest as a situated, practice-linked phenomenon that develops in interaction with the contextual factors and events within which it is embedded, as theorized by Barron (2006) and by Azevedo (2006, 2011) and his colleagues (Azevedo et al., 2012).”