How to Change Students' Images of Science and Technology.
How to Change Students' Images of Science and Technology.
复制标题
如何改变学生的科技形象。
DOI：
10.1002/sce.20159
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发表时间：
2006
影响因子：
4.3
通讯作者：
Miri Oren
中科院分区：
文献类型：
--
作者：
Z. Scherz;Miri Oren
本文调查了中学生对科技、工作场所和相关职业的形象。它还描述了一项旨在向学生介绍“现实生活”中的科学和技术的教学倡议“科学技术调查”（IST）对这些形象造成的影响。通过问卷调查、绘画任务和访谈来描述学生参与IST项目前后的形象。样本由3所学校的6个班级（8年级或9年级）的约100名学生组成。我们发现，在科技干预之前，学生对科技环境的印象是肤浅的、不真实的，甚至是不正确的。他们对科学家和技术人员的特点的印象是肤浅的，误导的，有时反映出无知。研究结果表明，科技创新计划对学生的形象产生了积极的影响。他们的先入之见在几个方面发生了改变：在“认知层面”，从肤浅和模糊到精确和正确的图像；在“感知维度”上，从刻板形象到理性开放的形象；在“情感维度”中，从消极态度到积极态度。©2006 Wiley期刊公司科学教育90:965 - 985,2006
This paper examines the images middle school students have of science and technology, the workplaces, and the relevant professions. It also describes the effect on these images caused by an instructional initiative, “Investigation into Science and Technology” (IST), designed to introduce students to science and technology in the “real life.” Students' images were delineated via questionnaires, drawing tasks, and interviews before and after their participation in the IST program. The sample consisted of ∼100 students from six classes (eighth or ninth grade) of three schools. We found that before the IST intervention students' images about the scientific or technological environments were superficial, unreal, and even incorrect. Their impressions of the characteristics of scientists and technologists were superficial, misleading, and sometimes reflected ignorance. The findings demonstrate that the IST program stimulated a positive effect on students' images. Their preconceptions were altered in several dimensions: in “the cognitive dimension,” from superficial and vague to precise and correct images; in “the perceptive dimension,” from stereotypic to rational and open-minded images; and in “the affective dimension,” from negative to positive attitudes. © 2006 Wiley Periodicals, Inc. Sci Ed90:965–985, 2006