A growing body of research explores the ways that science learning experiences can develop people’s interest in science. In this article, the researchers provide a framework for conceptualizing interest in four phases: triggered situational interest; maintained situational interest; emerging individual interest; and well-developed individual interest. They claim that interest is often conceptualized as a characteristic that a person either has or doesn’t have and that educators could benefit from thinking more about how to stimulate interest. This paper has a review of the literature on interest, as well as an examination of alternative models of interest.
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