How Learning About Scientists' Struggles Influences Students' Interest and Learning in Physics
How Learning About Scientists' Struggles Influences Students' Interest and Learning in Physics
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DOI：
10.1037/a0026224
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发表时间：
2012-05-01
影响因子：
4.9
通讯作者：
Lin-Siegler, Xiaodong
中科院分区：
文献类型：
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作者：
Hong, Huang-Yao;Lin-Siegler, Xiaodong
了解科学家在建立科学知识过程中的奋斗对学生的科学学习有何影响？271名高中生被随机分配到三种条件中的一种：(A)斗争导向的背景信息(n=90)条件，向学生展示三位科学家在创造学生通过在线物理教学单元学习的内容知识方面的奋斗故事；(B)成就导向背景信息(n=88)条件，学生了解这三位科学家一生的成就；以及(C)无背景信息(n=93)条件，学生主要学习关于他们正在学习的物理内容的信息。我们的测量评估了科学家的认知、对物理课的兴趣、对科学概念的回忆和物理问题的解决。研究发现，成就取向背景信息对学生对科学家的认知有负面影响，对学生对物理课的兴趣、对科学概念的回忆、对课本问题和复杂问题的解决都没有影响。相比之下，以奋斗为导向的背景信息帮助学生建立了科学家是努力工作、努力取得科学进步的人的印象。此外，它还提高了学生对科学的兴趣，增加了他们对关键科学概念的延迟回忆，提高了他们解决复杂问题的能力。了解科学家的奋斗历程传递出的重要信息是，即使是伟大的科学家也要努力工作。为学生提供将科学家与他们的知识构建活动联系起来的机会，对科学学习和教学具有重要意义。
How does learning about scientists' struggles during their scientific knowledge building affect students' science learning? Two hundred and seventy-one high school students were randomly assigned to 1 of 3 conditions: (a) the struggle-oriented background information (n = 90) condition, which presented students with stories about 3 scientists' struggles in creating the content knowledge that the students were learning through online physics instructional units; (b) the achievement-oriented background information (n = 88) condition, in which students learned about these 3 scientists' lifetime achievements; and (c) a no background information (n = 93) condition, a control group in which students mainly learned information about the physics contents they were studying. Our measures assessed perceptions of scientists, interest in physics lessons, recall of science concepts, and physics problem solving. We found that the achievement-oriented background information had negative effects on students' perceptions of scientists, producing no effects on students' interest in physics lessons, recall of science concepts, or their solving of both textbook-based and complex problems. In contrast, the struggle-oriented background information helped students create perceptions of scientists as hardworking individuals who struggled to make scientific progress. In addition, it also increased students' interest in science, increased their delayed recall of the key science concepts, and improved their abilities to solve complex problems. The important message that learning about scientists' struggles sends is that even great scientists work hard. Providing an opportunity for students to relate scientists to their knowledge-building activities has important implications for science learning and instruction.