Scientific reasoninig in elementary school age: The role of interest as a moderator for the relationship between working memory an learning outcome

• Applicant: Professor Dr. Sebastian Kempert
• Subject Area: General and Domain-Specific Teaching and Learning ; Developmental and Educational Psychology
• Term: from 2017 to 2021
• Project identifier: Deutsche Forschungsgemeinschaft (DFG) - Project number 330307245

Interest represents an important factor in learning processes across various domains. Tasks embedded in subjectively interesting contexts are positively associated with learning outcomes, comprehension, learning strategies, transfer und the quality of learning experiences. Explanations of these effects point to cognitive as well as to affective processes. Empirical studies regarding the underlying cognitive mechanisms, however, are rare and produced inconsistent results.In order to contribute to the clarification of the inconsistent state of research we follow two basic assumptions from which we derive our research hypotheses. 1) We assume that subjectively interesting learning material is always associated with elements of prior knowledge. The related established cognitive representations are assumingly easier accessible compared to elements lacking any connection to prior knowledge. 2) We assume that the eased access is associated with lower demands of working memory in comparison to the case of lacking prior knowledge where new knowledge representations have to be constructed calling for working memory to a higher degree. This is conceptualized as the underlying principle for the positive association between interest and learning. In contrast to former models which describe attentional processes as a mediator between interest and learning we conceptualize interest as a moderator between cognitive resources and learning.With a sample of elementary school students these hypotheses will be tested using a school relevant learning content. With the so called control of variables strategy (being part of scientific reasoning) we want to test whether individually adapted thematic contextualization contribute positively to the learning of this strategy.The study can contribute 1) to the understanding of the interrelations between interest, working memory and learning. 2) It can provide information how to design learning material in such a way that it fits a group of learners varying in their prior knowledge and cognitive abilities. As an extension 3) the role of language proficiency in solving tasks regarding the control of variables strategy will be investigated. The experimental design allows for analyzing whether low language proficiency may partly be compensated by manipulating the content of the task.The approach to adapt learning material individually in terms of context may provide teachers with a strategy to ensure students' understanding of central concepts within cognitively and linguistically heterogeneous groups of learners. Results are therefore of high relevance for inclusive education of children with special needs.

• DFG Programme: Research Grants
• International Connection: Switzerland
• Cooperation Partner: Professor Dr. Lennart Schalk