The Role of Emotional Factors in Building Public Scientific Literacy and Engagement with Science
The Role of Emotional Factors in Building Public Scientific Literacy and Engagement with Science
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情感因素在公众科学素养和科学参与中的作用
DOI：
10.1080/09500693.2010.551430
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发表时间：
2012
影响因子：
2.3
通讯作者：
Tai
中科院分区：
文献类型：
--
作者：
Huann‐shyang Lin;Zuway;Tai
本研究使用了一项针对15岁学生（N = 8，815）的广泛国际研究的数据库，分析了情感因素与学生科学素养之间的关系，并探讨了学生的情感与随后的公众参与科学之间的潜在联系。结果显示，学生的科学素养与他们对科学学习的兴趣、享受和投入有显著相关（p < 0.001）。情绪因素水平高的学生在科学素养方面的表现优于中等水平和低水平的学生。在科学学习过程中，这些学生和另一项研究中的成年人之间的情感的额外比较表明，除了成年人更多地参与通过电视学习科学之外，还有许多相似之处。有人建议，改善目前的学生在学习科学时所经历的情绪更有可能提高未来公众对科学相关问题的参与。
This study uses the database from an extensive international study on 15-year-old students (N = 8,815) to analyze the relationship between emotional factors and students' scientific literacy and explore the potential link between the emotions of the students and subsequent public engagement with science. The results revealed that students' scientific literacy is significantly correlated with their interest, enjoyment, and engagement in science learning (p < 0.001). The groups of students with high levels of emotional factors outperform their medium- and low-level counterparts in scientific literacy. Additional comparisons of emotions during science learning between these students and the adult population from another study indicate a number of similarities with the exception that the adults are more involved in learning science through television. It is suggested that improving the emotions that current students experience when learning science is more likely to enhance future public engagement in science-related issues.