Dewey (1934) noted that educators use concepts of interest in different ways, classifying educators either as advocates of effort (or educators who impose tasks on students), or advocates of autonomy (or who are permissive or sugarcoat tasks to get students to engage tasks. Dewey (1934) argued that neither approach reflects student interest nor effectively supports optimal student learning efforts. Renninger & Heidi (2012) stated that the greatest defect in the psychology of learning is a lack of an adequate theory of interest, echoing Dewey’s (1934) and Allport’s (1946) concerns about various misinterpretations of student interest. Together, these scholars stress that a scientific definition of interest is still needed. Educators require a framework for understanding concepts of student interests. The consequence of not having an adequate theory of students’ interest is that many children fail to receive the guidance/education that they need and deserve.
Dewey (1934) indicated that a person must have an object to have an interest in an object. In this monograph (1) phases of thinking activities through which a person represents an object are explained, (2) phases of interest related to the phases of thinking are identified, and (3) relationships between the phases of thinking and of interest activities are explained. The aim here is to show how students’ thinking or related interest activities affect a student’s efforts and thus the excitement and/or interest that student demonstrate for learning tasks and achievements.
There are two versions of this treatise: (A) Reading version (Monograph), and (B) Course Version – 4 Credits.
For the (A) Reading version, request a copy of this (72 Page) treatise, click or cut and paste the following link and complete the form. https://www.paypal.com/ncp/payment/XCJJ5TH28C39Q
You will receive your copy within five (5) business days.
For the (B) Course Version – 4 Credits, register for this course, click or cut and paste this linkhttps://www.paypal.com/ncp/payment/6EV6FN37TXMK8 Once enrolled in this course you will be working towards a certification in CSCTL practices.
To Self-Enroll, click the self-enrollment link and you will receive a link; click on the link and follow the steps; (a) course, (b) student, (c) self-enrollment, and (d) complete the form and transmit.
Within 24 hours after enrollment, you will receive a welcome message, CSCTL course syllabus (Course Guide) with details regarding the following;
(1) Course schedule and activities.
(2) Resources to help familiarize with course concepts.
(2) Course assignments and exercises
(3) Course Instructor’s responsibilities/feedback
(4) Required Work-Books and Material
(5) Power Points where necessary And More
This course will consist of seven weeks of learning activities with bi-weekly writing assignments and feedback from the Course Instructor.
The final and/or capstone assignment will consist of three to five pages of your personal views or reflections regarding the seven weeks of the topic and/or learning activities.
