Children lose confidence in their potential to "be scientists," but not in their capacity to "do science".
Children lose confidence in their potential to "be scientists," but not in their capacity to "do science".
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孩子们对自己“成为科学家”的潜力失去信心，但对自己“做科学”的能力却没有失去信心。
DOI：
10.1111/desc.12837
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发表时间：
2019
影响因子：
3.7
通讯作者：
Rhodes,Marjorie
中科院分区：
文献类型：
--
作者：
Lei,RyanF;Green,EmilyR;Leslie,Sarah-Jane;Rhodes,Marjorie
在童年中期，孩子们对自己在科学上取得成功的能力的兴趣和信念往往会下降。这种有害的下降在代表性不足的群体中尤为明显，包括女孩、一些种族和少数民族成员以及社会经济背景较低的儿童。本研究（N =306, 6-11岁）发现，虽然儿童在童年中期对自己“成为科学家”的潜力失去了兴趣和效能感，但他们对“做科学”保持了更强烈的兴趣和效能感。这些模式在纵向和横断面分析中都得到了证实；随着时间和年龄的增长，效果稳定或增强。中介分析显示，行动框架的积极作用部分是由于儿童认为从事科学研究的群体比科学家群体更具包容性。这些发现表明，使用以行动为中心的语言来鼓励儿童学习科学，比使用强调科学家身份的语言更具有包容性，可能会在儿童中期带来更多的科学参与。对教育实践的启示将被讨论。
Over the course of middle childhood, children's interest and beliefs about their own capacities for success in science often decline. This pernicious decline is especially evident among underrepresented groups, including girls, members of some racial and ethnic minorities, and children from lower socioeconomic backgrounds. The present research (N =306, ages 6–11) found that while children lose interest and feelings of efficacy about their potential to “be scientists” across middle childhood, they maintain more robust interest and efficacy about “doing science.” These patterns were confirmed in both longitudinal and cross‐sectional analyses; effects were stable or increased across time and age. Mediation analyses revealed that the positive effect of action framing is partially accounted for by children's views that the group of people who do science is more inclusive than the category of scientists. These findings suggest that using action‐focused language to encourage children in science is more inclusive and may lead to more science engagement across middle childhood than language that emphasizesscientistsas an identity category. Implications for educational practices will be discussed.