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Interest research offers different hypotheses about the association between interest and learning outcomes. The standard hypothesis proposes that interest predicts learning outcomes: people acquire new knowledge about a topic they find interesting. The affective by-product hypothesis assumes that learning predicts interest: by learning something, people develop an interest in this topic. Finally, the reciprocal hypothesis states that interest and learning covary. This longitudinal study aimed to test the predictive validity of these three hypotheses in the context of secondary school STEM education. The participants were 104 Finnish 7th grade students aged 12-14. Data were collected at three times during the school year through questionnaires and grade evaluations in mathematics and biology. A partial least squares (PLS) path modeling approach was used to determine the relationships between interest and course grades across the three measurement points: at the beginning of the autumn semester, at the beginning of the spring semester, and after the spring semester at the end of the school year. The results differed between the autumn and spring semesters: During the autumn semester, students' interest predicted their grades, whereas during the spring semester, grades predicted their interest. These findings indicate that the relationships between students' individual interest towards science and mathematics with learning vary. As a practical implication, more focus should be put on when and what type of performance feedback is given to students with differing interest profiles.

A declining trend in adolescents' interest in science learning and attitudes towards science-related careers has been reported during recent years. There has been a call for more motivating learning environments that inspire students to develop interest towards science. This study examines students' interest development in STEM subjects in an ecologically valid setting during one school year and how features of the learning environment affect students' generation of interest. In a quasi-experimental study design, one class of 7th grade (aged 12 to 13 years) students (N = 18) studied in an inquiry-based mobile learning environment that had a special emphasis on integrated curriculum. Interest variables were measured three times and focus group interviews were held twice during the school year. From a group of 113 students studying in an ordinary learning setting, a propensity score-matched control group of 18 students was selected based on general self-efficacy, intrinsic goal orientation, interest in technology, and web-user self-efficacy. Results from the quantitative analyses revealed only minor differences between the two groups. Results from the qualitative analyses indicate that students found the new environment to be interest generating, thus ascribing to the general idea and aim of the new environment, but also that the implementation was in many cases far from ideal, indicating that much of its potential was unrealized.

Background: A spider taxonomy and ecology field course was organised in Kilpisjärvi Biological Station, northern Finland, in July 2019. During the course, four 50 × 50 m plots in mountain birch forest habitat were sampled following a standardised protocol. In addition to teaching and learning about spider identification, behaviour, ecology and sampling, the main aim of the course was to collect comparable data from the Kilpisjärvi area as part of a global project, with the purpose of uncovering global spider diversity patterns. New information: A total of 2613 spiders were collected, of which 892 (34%) were adults. Due to uncertainty of juvenile identification, only adults are included in the data presented in this paper. The observed adult spiders belong to 51 species, 40 genera and 11 families, of which the Linyphiidae were the most rich and abundant with 28 (55%) species and 461 (52%) individuals. Lycosidae had six species and 286 individuals, Gnaphosidae five species and 19 individuals, Thomisidae four species and 24 individuals, Theridiidae two species and 23 individuals. All other six families had one species and less than 40 individuals. The most abundant species were the linyphiid Agnyphantes expunctus (204) and the lycosids Pardosa eiseni (164) and Pardosa hyperborea (107). [ABSTRACT FROM AUTHOR]

To associate specimens identified by molecular characters to other biological knowledge, we need reference sequences annotated by Linnaean taxonomy. In this study, we (1) report the creation of a comprehensive reference library of DNA barcodes for the arthropods of an entire country (Finland), (2) publish this library, and (3) deliver a new identification tool for insects and spiders, as based on this resource. The reference library contains mtDNA COI barcodes for 11,275 (43%) of 26,437 arthropod species known from Finland, including 10,811 (45%) of 23,956 insect species. To quantify the improvement in identification accuracy enabled by the current reference library, we ran 1000 Finnish insect and spider species through the Barcode of Life Data system (BOLD) identification engine. Of these, 91% were correctly assigned to a unique species when compared to the new reference library alone, 85% were correctly identified when compared to BOLD with the new material included, and 75% with the new material excluded. To capitalize on this resource, we used the new reference material to train a probabilistic taxonomic assignment tool, FinPROTAX, scoring high success. For the full-length barcode region, the accuracy of taxonomic assignments at the level of classes, orders, families, subfamilies, tribes, genera, and species reached 99.9%, 99.9%, 99.8%, 99.7%, 99.4%, 96.8%, and 88.5%, respectively. The FinBOL arthropod reference library and FinPROTAX are available through the Finnish Biodiversity Information Facility (www.laji.fi) at https://laji.fi/en/theme/protax. Overall, the FinBOL investment represents a massive capacity-transfer from the taxonomic community of Finland to all sectors of society., (© 2021 The Authors. Molecular Ecology Resources published by John Wiley & Sons Ltd.)