Cognitive Disequilibrium and Situational Interest in a Middle School Activity on Computational Modeling in Paleontology

• In Event: Technology, Instruction, Cognition and Learning SIG: Cognitive and Emotional Influences on Learning

Abstract

This study explored how cognitive disequilibrium (CD) influenced students’ triggered situational interest and maintained situational interest. This study used a quasi-experimental research design. Four existing classes of eighth-graders (n = 88) were randomly assigned to either the treatment or control group as existing intact classes. Both groups experienced the same lesson except for the CD treatment, which was implemented to trigger an uncomfortable state of uncertainty as a result of students obtaining anomalous data on Megalodon length.
Results revealed that CD was a source for triggering and maintaining students’ situational interest in STEM. Students’ reappraisal of CD was found to positively predict their triggered-SI and the feeling components of their maintained-SI. Anxiety positively predicted the value components of maintained-SI.

Authors

• Wenjing Luo, University of Florida

• Pasha Antonenko, University of Florida

• Tredina Sheppard, University of Florida

• Victor Perez, University of Florida

• Aaron Wood, Iowa State University

• Bruce MacFadden, University of Florida

• Claudia Grant