Correspondence Janna Inkinen, Faculty of Educational Sciences, University of Helsinki, Finland. Email: janna.inkinen@outlook.com Abstract This study seeks to understand how different scientific practices in high school science classrooms are associated with student situational engagement. In this study, situational engagement is conceptualized as the balance between skills, interest, and challenge when the reported experiences are all high. In this study, data on situational engagement were collected using the experience sampling method (ESM) from 142 students in southern Michigan (the United States), resulting 993 ESM responses, and 133 students in southern Finland, resulting 1,351 responses. In both countries, scientific practices related to developing models and constructing explanations were associated with higher student situational engagement than other practices. In southern Finland, using a model was also associated with a high level of student situational engagement. The results indicate that students may experience situational engagement more often in science classrooms that use models than those that do not employ such practices. Thus, scientific practices related to models should be used frequently in science

中文翻译：

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高中生在设计的科学学习情境中与科学实践相关的情境参与

通讯作者 Janna Inkinen，芬兰赫尔辛基大学教育科学学院。电子邮件：janna.inkinen@outlook.com 摘要 本研究旨在了解高中科学课堂中不同的科学实践如何与学生的情境参与相关联。在这项研究中，情境参与被概念化为当报告的经验都很高时技能、兴趣和挑战之间的平衡。在这项研究中，使用经验抽样方法 (ESM) 从密歇根州南部（美国）的 142 名学生和芬兰南部的 133 名学生中收集了 993 份 ESM 响应，以及 1,351 份响应。在这两个国家，与开发模型和构建解释相关的科学实践比其他实践与更高的学生情境参与相关。在芬兰南部，使用模型也与高水平的学生情境参与有关。结果表明，学生在使用模型的科学课堂中可能比不使用这种实践的科学课堂更频繁地体验情境参与。因此，与模型相关的科学实践应该在科学中经常使用