Abstract
This research tested the effect of a teaching strategy designed to encourage the development of student’s interest, focusing on two components of interest: positive emotion and the cognition of value. With respect to value, the study emphasizes cognition of value of relevance to daily life. Through a “Catch” intervention, experiments with results that are surprising at the time of introduction are presented and positive emotion is caused. After that, through a “Hold” intervention, the teacher pointed out that understanding the current learning contents makes it possible for students to explain how the results in question are produced and define the goals of the lesson clearly. Experiment 2 indicated that intervention on cognition value is moderated by the student’s Knowledge elaborative orientation. For students with low knowledge elaborative orientation, it is not enough to introduce everyday examples and to emphasize that there are more. By adding a problem-solving task from daily life, all students’ cognition of the relevance to daily life value was increased.
