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Intersections Across Disciplines pp 63–80Cite as

The Importance of Interest Development Across STEM Learning Environments

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Abstract

Interest drives our vocations and avocations. It influences what we do and enjoy at home, at school, at work, and at play. This chapter will define interest and explore the nature of interest and learning, especially in the STEM classroom. Pedagogical recommendations are offered to educators and instructional designers based on viewing learning through the lens of interest development.

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Author information

Authors and Affiliations

  1. Rutgers University, New Brunswick, NJ, USA

    Bruce DuBoff

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  1. Bruce DuBoff
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Editor information

Editors and Affiliations

  1. College of Design, University of Minnesota, Saint Paul, MN, USA

    Brad Hokanson

  2. Learning Design and Technology, Purdue University, West Lafayette, IN, USA

    Marisa Exter

  3. Graduate Programs Office, Kent State University, Kent, OH, USA

    Amy Grincewicz

  4. University of Florida, Gainesville, FL, USA

    Matthew Schmidt

  5. Instruction Curriculum Leadership, University of Memphis, Memphis, TN, USA

    Andrew A. Tawfik

Appendix

Appendix

Chart 1
A chart titled model of the information search process with columns for initiation, selection, exploration, formulation, collection, presentation, and assessment and rows for feelings, thoughts, and actions.

Kuhlthau’s (1991) 6-stage, 3-domain ISP model

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DuBoff, B. (2021). The Importance of Interest Development Across STEM Learning Environments. In: Hokanson, B., Exter, M., Grincewicz, A., Schmidt, M., Tawfik, A.A. (eds) Intersections Across Disciplines. Educational Communications and Technology: Issues and Innovations. Springer, Cham. https://doi.org/10.1007/978-3-030-53875-0_6

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