RESEARCH REPORT

90 citations recorded by the source corpus.

How researchers see this paper

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Situational interest and learning: Thirst for knowledge (2014, unknown): “…vividness, relevance, novelty, unexpectedness, suspense, seductive details, puzzles, computers, hands-on and physical activities trigger students’ situational interest (Fraughton, Sansone, Butner, & Zachary, 2011; Holstermann, Grube, & Bögeholz, 2010; Palmer, 2004, 2009; Schraw et al., 2001).”
A Motivational View of Constructivist‐informed Teaching (2005, background): “These arguments were supported by Palmer (2004), who found that novelty, meaningfulness, and involvement were important sources of situational interest in science classes for primary teacher education students: novelty was created by the use of discrepant events activities and “strange but true”…”
Revisiting the Conceptualization, Measurement, and Generation of Interest (2011, background): “Extending Mitchell’s work, Palmer (2004), for example, reported that student interest in his high school science classes was generated by novelty, meaningfulness, and involvement.”
Studying Triggers for Interest and Engagement Using Observational Methods (2015, background): “The triggered interest may be fleeting, but there is the possibility that it will develop and lead to the kind of productive participation that characterizes more-developed interest (Guthrie et al., 2006; Harackiewicz, Durik, Barron, Linnenbrink-Garcia, & Tauer, 2008; Mitchell, 1993; Palmer, 2004).”