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While often viewed as secondary in contrast to expected learning, students’ interest in an academic subject or discipline is not without consequence. Indeed, and not surprisingly, it has frequently been shown that interested students learn more and have better achievement (Cavas, 2011; Gottfried, Marcoulides, Gottfried and Oliver, 2009; Pan and Gauvain, 2012; Singh, Granville and Dika, 2002). The Québec Education Program also recognizes the importance of interest with respect to studies and mentions its role explicitly and regularly. For example, the Science and Technology Program in secondary cycle one education (2004), explains that “Interest in science and technology can be developed in various ways, and it is the school's responsibility to explore these different avenues” (p. 268); and that “These activities involve requirements as well as challenges and bring a certain measure of satisfaction that enables students to discover their interests and aptitudes and to develop them, thereby helping them chart their academic and career path” (p. 270).

journal of research in science, mathematics and technology education

Attempting to Develop Secondary Student’s Interest for Science and Technology Through an In-Service Teacher Training Initiative Based on the Principles of the Learning Community