Classroom discussion and individual problem-solving in the teaching of history: Do different instructional approaches affect interest in different ways?

Abstract In this study, 100 Italian eighth graders were divided into two groups to compare the effects of two instructional interventions – the first based on problem-solving through discussion, the second on individual problem-solving – on students' learning of two historical topics (World War I and the economic boom), interest and self-perception of competence in history. The intervention based on discussion produced greater situational interest and understanding of the historical inquiry. The topic of World War I turned out to be an effective source of situational interest. Structural equation models showed that situational interest elicited by the use of discussion and by World War I impacted both on students' individual interest and on self-perception of competence in history.

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