The role of the scientific discovery narrative in middle school science education: An experimental study.
The role of the scientific discovery narrative in middle school science education: An experimental study.
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科学发现叙事在中学科学教育中的作用：一项实验研究。
DOI：
10.1037/a0028108
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发表时间：
2012
影响因子：
4.9
通讯作者：
A. Maul
中科院分区：
文献类型：
--
作者：
D. Arya;A. Maul
在一项实验研究中(N=209)，作者在美国7年级和8年级学生中比较了在科学发现叙事背景下和在更传统的非典型性形式下接触典型中学书面科学内容的效果。文本的发展受到控制，以便将发现叙事结构的存在隔离为独立变量；根据熊评估框架制定了结果衡量标准，以敏感于对所提供信息的不同程度的理解，并仅侧重于文本中提出的概念性材料。接触科学发现叙事的学生在即时和延迟结果测量上的表现都明显更好。这些发现是在一个更大的论点的背景下讨论的，该论点支持将科学发现叙事纳入科学教学。
In an experimental study (N = 209), the authors compared the effects of exposure to typical middle-school written science content when presented in the context of the scientific discovery narrative and when presented in a more traditional nonnarrative format on 7th and 8th grade students in the United States. The development of texts was controlled so as to isolate the presence of the discovery narrative structure as the independent variable; outcome measures were developed according to the BEAR Assessment framework to be sensitive to a range of levels of understanding of presented information and to focus only on the conceptual material presented in the texts. Students exposed to the scientific discovery narrative performed significantly better on both immediate and delayed outcome measures. These findings are discussed in the context of a larger argument for the inclusion of the scientific discovery narrative in science instruction.
影响因子：
7.6
作者：
STEELE, CM;ARONSON, J
通讯作者：
ARONSON, J