What is interest and how has it been conceptualized and studied? -- What explains the power of interest? : Why are students who have an interest for content more likely to continue to reengage and develop more conceptual sophistication? -- What is known about assessing existing interest? How do new interests develop? How can the phase of a person's interest be identified and measured? -- What is the relation between the development of interest and other motivational variables? -- Is it (...) a paradox that interest declines as subject matter gets more developed? What is "interest driven learning"? Does it matter if interests are taken up in rather than out of school? How different is an interest in one versus another subject matter, or domain? -- What we can now say about interest, its generation and development? What are the implications of knowing that interest can be developed? What could further research help us to understand? (shrink)

Written by leading researchers in educational and social psychology, learning science, and neuroscience, this edited volume is suitable for a wide-academic readership. It gives definitions of key terms related to motivation and learning alongside developed explanations of significant findings in the field. It also presents cohesive descriptions concerning how motivation relates to learning, and produces a novel and insightful combination of issues and findings from studies of motivation and/or learning across the authors' collective range of scientific fields. The authors provide (...) a variety of perspectives on motivational constructs and their measurement, which can be used by multiple and distinct scientific communities, both basic and applied. (shrink)

Written by leading researchers in educational and social psychology, learning science, and neuroscience, this edited volume is suitable for a wide-academic readership. It gives definitions of key terms related to motivation and learning alongside developed explanations of significant findings in the field. It also presents cohesive descriptions concerning how motivation relates to learning, and produces a novel and insightful combination of issues and findings from studies of motivation and/or learning across the authors' collective range of scientific fields. The authors provide (...) a variety of perspectives on motivational constructs and their measurement, which can be used by multiple and distinct scientific communities, both basic and applied. (shrink)

The central problem in the quantum theory of measurement, how to describe the process of state reduction in terms of the quantum mechanical formalism, is solved on the basis of the relativity of quantal states, which implies that once the apparatus is detected in a well-defined state, the object state must reduce to a corresponding one. This is a process termed by Schrödinger disentanglement. Here, it is essential to observe that Renninger's negative result does constitute an actual measurement process. (...) From this point of view, Heisenberg's interpretation of his microscope experiment and the Einstein-Podolsky-Rosen arguments are reinvestigated. Satisfactory discussions are given to various experimental situations, such as the Stern-Gerlach-type experiment, successive measurements, macroscopic measurements, and Schrödinger's cat. Finally it is proposed to regard a state vector in quantum mechanics as an irreducible physical construct, in Margenau's sense, that is not further analyzable both mathematically and conceptually. (shrink)

While simulation has been a staple of Social Studies curricula since the 1960s, few current studies have sought to understand the mechanisms behind how simulations may influence students’ learning and behavior. Learning theories around student engagement – specifically interest development theory (Hidi & Renninger, 2006) – may help explain students’ commitment to future political action. To incorporate this theory into the democratic education literature, this study asks: Do situational interest and simulation frequency uniquely contribute to students’ commitment to vote (...) in the future? Data included 260 students from 19 classrooms, 9 teachers, in 9 schools, recruited as part of a larger mixed-methods study on Project Based Learning. Hierarchical Linear Modeling (HLM) techniques were used to examine the relationship between individual outcomes and predictors across different classrooms and teachers. Analysis of data suggests both frequency of simulations and situational interest directly predict students’ commitment to vote but do not uniquely contribute to the outcome. Findings suggest situational interest may play an important role in influencing students’ learning and future political behavior. (shrink)

This paper presents a new Symmetrical Interpretation (SI) of relativistic quantum mechanics which postulates: quantum mechanics is a theory about complete experiments, not particles; a complete experiment is maximally described by a complex transition amplitude density; and this transition amplitude density never collapses. This SI is compared to the Copenhagen Interpretation (CI) for the analysis of Einstein’s bubble experiment. This SI makes several experimentally testable predictions that differ from the CI, solves one part of the measurement problem, resolves some inconsistencies (...) of the CI, and gives intuitive explanations of some previously mysterious quantum effects. (shrink)