Factors influencing elementary school children's attitudes toward science before, during, and after a visit to the UK National Space Centre
Factors influencing elementary school children's attitudes toward science before, during, and after a visit to the UK National Space Centre
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影响小学生参观英国国家航天中心之前、期间和之后对科学态度的因素
DOI：
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发表时间：
2005
期刊：
影响因子：
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通讯作者：
A. Pell
中科院分区：
文献类型：
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作者：
Tina Jarvis;A. Pell
本文报道了来自四所学校的300名10岁或11岁的儿童参观英国国家航天中心后的态度变化。对科学和空间的态度进行了探讨，通过检查五个不同的态度量表的反应。在参观主展览区和挑战者中心之前、之后立即、2个月和4-5个月后进行这些检查。在对教师和儿童进行访问和访谈期间进行了观察。在访问之前，女孩比男孩更焦虑。紧接着，孩子们对太空表现出了更大的兴趣，他们对科学在社会中的价值的看法也有了适度的提高。近20%的学生表现出越来越多的愿望，成为未来的科学家。这些儿童在科学热情和空间兴趣方面也比其他儿童表现出积极的优势。两个月后，他们继续对未来的科学家持更积极的态度，但只有女孩的分数仍然显着提高。大多数孩子认为挑战者号的体验是积极的，但对展览区有更多的问题。教师在访问期间的准备和支持以及他们的个人兴趣对儿童的态度产生了重大的长期影响。© 2004 Wiley Periodicals，Inc. J Res Sci Teach 42：53-83，2005
This article reports on attitude changes of 300 children, aged 10 or 11 years, from four schools, who visited the UK National Space Centre. Attitudes toward science and space were explored by examining responses to five different attitude scales. These were administered before, immediately after, and 2 months and 4–5 months after a visit to the main exhibition area and Challenger Centre. Observations during the visits and interviews of teachers and a sample of children were carried out. Before the visit girls were more anxious than boys. Immediately afterward, children showed more interest in space and a moderate increase in their views about the value of science in society. Nearly 20% of the pupils showed an increased desire to become scientists in the future. These children also showed a positive advantage over the other children with regard to science enthusiasm and space interest. Two months later, they continued to be more positive about being future scientists but only the girls' scores were still significantly raised. Most children found the Challenger experience positive but had more problems with the exhibition area. Teachers' preparation and support during the visit as well as their personal interest had a significant long-term effect on children's attitudes. © 2004 Wiley Periodicals, Inc. J Res Sci Teach 42: 53–83, 2005