Abstract Generations of students are graduating from secondary school disinterested in post-secondary study of science or pursuing careers in science-related fields beyond formal education. We propose that destabilising such disinterest among future students requires science educators to begin listening to secondary school students regarding their views of how science learning is made interesting within the science classroom. Studies on students’ interest in response to instructional strategies applied in the classroom communicate the opinions (i.e. the ‘voice’) of students about the strategies they believe make their classroom learning interesting. To this end, this scoping study (1) collects empirical studies that present from various science and non-science academic domains students’ views about how to make classroom learning interesting; (2) identifies common instructional strategies across these domains that make learning interesting; and (3) forwards an instructional framework called TEDI ([T]ransdisciplinary Connections; Mediated [E]ngagement; Meaningful [D]iscovery; and Self-determined [I]nquiry), which may provide secondary school science teachers with a practical instructional approach for making learning science genuinely interesting among their students within the secondary school science classroom context.

中文翻译：

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让学习变得有趣及其在科学课堂中的应用

摘要 一代又一代的学生从中学毕业，对中学后的科学学习不感兴趣，或者在正规教育之外从事与科学相关的领域的职业。我们建议，要破坏未来学生的这种冷漠态度，科学教育工作者必须开始听取中学生的意见，了解他们对科学课堂如何使科学学习变得有趣的看法。关于学生对课堂教学策略的兴趣的研究传达了学生对他们认为使课堂学习变得有趣的策略的意见（即“声音”）。为此，本范围界定研究 (1) 收集了来自各个科学和非科学学术领域的实证研究，展示了学生对如何使课堂学习变得有趣的看法；(2) 确定跨这些领域的共同教学策略，使学习变得有趣；(3) 提出了一个名为 TEDI（[T] 跨学科连接；中介 [E]ngagement；有意义的 [D] 发现；和自主 [I]nquiry）的教学框架，它可以为中学科学教师提供实用的教学在中学科学课堂环境中让学生真正有趣地学习科学的方法。