[Interest as Catalyzer: The Role of Interest in the Use of Incremental Scaffolds in Inquiry-Based Learning].

Authors

Julia Arnold, Andrea Denise Lüscher, Charlotte Schneider, Andrea Maria Schmid

Published in

Zeitschrift fur Didaktik der Naturwissenschaften : ZfDN. Volume 32. Issue 1. Pages 10. Epub Oct 16, 2026.

Abstract

In this article we examine the role of situational interest in science education, particularly in relation to the use of incremental scaffolds in a digital learning environment for experimentation (inquiry-based learning). Theoretically based on the person-object theory of interest, we analyze how interest influences the ability self-concept and personal mastery goal orientation and how these factors determine the use of scaffolds and learning success. In an intervention study with students aged 13 to 19 years (N = 480), we showed that higher situational interest has a positive effect on mastery goal orientation and the choice of instrumental scaffolds (hints and examples), which leads to a significant increase in learning. There was a small effect of gender: girls tended to show a higher level of interest, while boys reported a stronger ability self-concept. The results support the assumption that situational interest in conjunction with a positive ability self-concept favors the use of learning-promoting use of scaffolds and thus increases learning success. The article provides valuable insights into the importance of interest in science education and offers implications for the targeted promotion of interest, especially to support female students in science subjects.

PMID:
42892770
Bibliographic data and abstract were imported from PubMed on 18 Oct 2026.

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