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This study explored, from the perspective of intellectual passion developed by\udMichael Polanyi, the unintended learning that occurred in primary practical science lessons.\udWe use the term ‘unintended’ learning to distinguish it from ‘intended’ learning that\udappears in teachers’ learning objectives. Data were collected using video and audio\udrecordings of a sample of twenty-four whole class practical science lessons, taught by five\udteachers, in Korean primary schools with 10- to 12-year-old students. In addition, video\udand audio recordings were made for each small group of students working together in order\udto capture their activities and intra-group discourse. Pre-lesson interviews with the teachers\udwere undertaken and audio-recorded to ascertain their intended learning objectives.\udSelected key vignettes, including unintended learning, were analysed from the perspective\udof intellectual passion developed by Polanyi. What we found in this study is that unintended\udlearning could occur when students got interested in something in the first place and\udcould maintain their interest. In addition, students could get conceptual knowledge when\udthey tried to connect their experience to their related prior knowledge. It was also found\udthat the processes of intended learning and of unintended learning were different. Intended\udlearning was characterized by having been planned by the teacher who then sought to\udgenerate students’ interest in it. In contrast, unintended learning originated from students’\udspontaneous interest and curiosity as a result of unplanned opportunities. Whilst teachers’\udpersuasive passion comes first in the process of intended learning, students’ heuristic\udpassion comes first in the process of unintended learning. Based on these findings, we argue that teachers need to be more aware that unintended learning, on the part of individual\udstudents, can occur during their lesson and to be able to better use this opportunity\udso that this unintended learning can be shared by the whole class. Furthermore, we argue\udthat teachers’ deliberate action and a more interactive classroom culture are necessary in\udorder to allow students to develop, in addition to heuristic passion, persuasive passion\udtowards their unintended learning

Unintended Learning in Primary School Practical Science Lessons from Polanyi’s Perspective of Intellectual Passion