Promoting high school students’ physics identity through explicit and implicit recognition
Promoting high school students’ physics identity through explicit and implicit recognition
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通过显性和隐性认知提升高中生的物理认同
DOI：
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发表时间：
2018
影响因子：
3.1
通讯作者：
Z. Hazari
中科院分区：
文献类型：
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作者：
Jianlan Wang;Z. Hazari
本研究的重点是学生的再认信念与角色认同的发展。更具体地说，我们使用物理身份和情感支架的理论框架，研究了两种类型的识别策略的影响，即，外显认知（ER）和内隐认知（IR）对高中生物理认同感的影响。ER是教师直接表达对学生素质或能力的认可，如对学生优秀作品的认可和对学生能力的信任; IR是教师通过给学生分配一个需要这些素质或能力的职位或任务，如重视学生的意见和分配一个具有挑战性的任务，间接地认可学生的素质或能力。通过为期一年的6次纵向调查，追踪了134名高中物理班学生的物理身份发展以及与物理身份建构相关的兴趣、能力信念和认同感。这些模式表明，教师所使用的认知策略与学生认知感的积极转变有关，从而促进了物理身份的发展。对三个班的六名学生进行的后访谈揭示了学生内化ER和IR策略的可能机制。我们的研究结果表明，与ER和IR策略的协同作用以及活动的性质（即，可获得的成功）是有效的教师认可的关键特征，可以被学生内化。
This study is focused on student recognition beliefs as related to a role identity development. More specifically, using the theoretical framework of physics identity and emotional scaffolding, we investigate the impact of two types of recognizing strategies, i.e., explicit (ER) and implicit recognizing (IR), on high school students’ sense of recognition and physics identity. ER is teachers directly conveying their acknowledgment of students’ qualities or abilities, such as acknowledging good work and expressing faith in student ability, and IR is teachers indirectly acknowledging students’ qualities or abilities via assigning them a position or a task that demands those qualities or abilities, such as valuing student opinions and assigning a challenging task. Through six longitudinal surveys for one year, we trace the physics identity development of 134 students from three high school physics classes as well as aspects related to physics identity construction including interest, competence beliefs, and sense of recognition. The patterns suggest that the recognizing strategies used by the teachers relate to a positive shift in students’ sense of recognition, which in turn facilitates the development of a physics identity. The postinterviews with six students from the three classes reveal possible mechanisms by which ER and IR strategies are internalized by students. Our findings indicate that the synergy with ER and IR strategies used as well as the nature of the activities (i.e., attainable success) are critical features of effective teacher recognition that can be internalized by the student.