Exploring the Dimensions of Interest Sustainability (5Cs Framework): Case Study of Nathan

This chapter explores the dimensions of how interest can be sustained in learners. Using the case study of Nathan, we trace his interest development journey in art and music within a Singapore school context. We suggest a framework that combines both individual psychological aspects of interest development and the impact of the sociocultural environment which includes five dimensions: community, culture, confidence, conflict resolution, and recreating process that are encompassed by the chronosystem. Based on a biblio-narrativical approach, we obtained data via interviews and a retrospective written narrative of Nathan’s interest development journey. The data obtained was able to substantiate our hypothesis of the impact the dimensions have on interest sustainability, emphasising the importance of a positive sociocultural environment in interest development and sustainability. This has implications on the role stakeholders such as school management, teachers, peers and parents and also on an individual’s interest development. Furthermore, we also established opportunities for innovations afforded by informal learning which adds value to what formal education can provide, creating a more holistic education for learners. Theoretically, the proposed framework extends extant literature on the four-phase model of interest development—which has a more psychological focus—by introducing specific dimensions contributing to interest sustainability through a sociocultural lens. The unification of psychological and sociocultural aspects of interest development would provide a more comprehensive perspective on interest sustainability which would benefit both practitioners and researchers

Understanding Early Elementary Children's Conceptual Knowledge of Plant Structure and Function through Drawings

This study examined children's drawings to explain children's conceptual understanding of plant structure and function. The study explored whether the children's drawings accurately reflect their conceptual understanding about plants in a manner that can be interpreted by others. Drawing, survey, interview, and observational data were collected from 182 students in grades K and 1 in rural southeastern United States. Results demonstrated the children held a wide range of conceptions concerning plant structure and function. These young children held very simple ideas about plants with respect to both their structure and function. Consistent with the drawings, the interviews presented similar findings