What goes well with physics? Measuring and altering the image of science.
What goes well with physics? Measuring and altering the image of science.
复制标题
什么与物理相得益彰？
DOI：
10.1348/000709905x59961
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发表时间：
2006
期刊：
影响因子：
--
通讯作者：
B. Hannover
中科院分区：
文献类型：
--
作者：
Ursula Kessels;Melanie Rau;B. Hannover
背景
针对理科学生数量不足的现状，我们从学生对物理的内隐、自动联想的角度考察了物理意象。
旨在
描述可能疏远学生的物理学的具体形象（困难，男性气质，他律），并测试改变形象的干预措施。
样品
在研究1中，样本包括63名在校学生（11年级），在研究2中，样本包括71名本科生。
方法
研究1测量了参与者的内隐关联物理（相对于英语）和困难，男性气质和他律，内隐态度和识别与物理使用潜伏期数据（内隐关联测试; IAT）和外显态度使用问卷的形象尺寸。研究2是一个实验性的治疗，需要阅读文本（治疗组），强调话语和创造力的重要性，为科学与物理学的学校教科书（对照组）。
因变量
内隐态度（IAT）。
结果
研究1中的学生更容易将物理（相对于英语）与困难（而不是轻松），男性（而不是女性），他律（而不是自我实现），不愉快（相对于愉快的话）和其他（相对于自我的话）。难度、男性气质和他律三个意象维度预测了外显态度。与对照组相比，研究2中治疗组的参与者显示IAT效应显著降低。
结论
研究结果表明，学生对物理的负性外显态度与负性内隐联想是一致的。一个干预解决内隐联想的改变被证明是富有成效的。科学教育的影响进行了讨论。
BACKGROUND
In view of the shortage of students majoring in science, we examined the image of physics in terms of students' implicit, automatic associations with physics.
AIMS
To describe the specific image of physics that might alienate students (difficulty, masculinity, heteronomy) and test an intervention for altering the image.
SAMPLES
In Study 1 the sample consisted of 63 school students (11th grade) and in Study 2 the sample consisted of 71 undergraduates.
METHODS
Study 1 measured participants' implicit associations between physics (relative to English) and the image dimensions of difficulty, masculinity and heteronomy, implicit attitudes towards and identification with physics using latency data (Implicit Association Test; IAT) and explicit attitudes using a questionnaire. Study 2 was an experimental treatment that required reading a text (treatment group) that emphasized the importance of discourse and creativity for science versus a school textbook for physics (control group).
DEPENDENT VARIABLES
implicit attitudes (IAT).
RESULTS
Students in Study 1 associated physics (relative to English) more easily with words referring to difficulty (than to ease), to males (than to females), to heteronomy (than to self-realization), to unpleasantness (relative to pleasant words) and to others (relative to words referring to self). The three image aspects of difficulty, masculinity and heteronomy predicted explicit attitudes. Participants in the treatment group in Study 2 showed a significant reduction of the IAT effects compared to the control group.
CONCLUSIONS
The findings indicate that students' negative explicit attitudes towards physics coincide with negative implicit associations about physics. An intervention addressing the alteration of implicit associations proved to be fruitful. Implications for science education are discussed.
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影响因子：
7.6
作者：
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通讯作者：
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