Developing Students Growth Mindsets To Promote Science Learning

培养学生成长心态以促进科学学习

• 批准号: 1247283
• 负责人: Xiaodong Lin
• 金额: $ 250万
• 依托单位: Teachers College, Columbia University
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2012
• 资助国家: 美国
• 起止时间: 2012-09-15 至 2018-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1247283&HistoricalAwards=false
• 关键词: Developing; Students; Growth; Mindsets; Promote

This project proposes to develop and study an intervention with 9th and 4th graders, with the goal of promoting motivation for science learning. The research is based on theories of growth vs. fixed mindsets. The interventions focus on promoting growth mindsets in students regarding science learning, with units on brain plasticity (the brain changes as a result of effort and experience) and scientists' struggle stories (science is not just done with little effort by geniuses). Delivery of the information will be through multi-media materials. The research design involves random assignment of students within classroom to treatment and control conditions to assess the potential impact of the interventions.With the U.S. trailing many countries in science literacy, understanding both the psychological obstacles to better performance and pedagogical solutions to these obstacles is of the utmost importance to ensuring improved science outcomes. This research will address this issue by developing and systematically testing interventions available to educators to support science learning in the classroom that focuses on changing children's beliefs about what success in science requires (effort vs being innately gifted).

本项目提出了开发和研究的干预与9日和4年级的学生，以促进科学学习的动机的目标。这项研究是基于增长与固定心态的理论。干预措施的重点是促进学生在科学学习方面的成长心态，其中包括大脑可塑性（大脑因努力和经验而发生变化）和科学家的奋斗故事（科学不仅仅是天才的努力）。将通过多媒体材料提供信息。 研究设计包括在课堂上随机分配学生到治疗和控制条件，以评估干预措施的潜在影响。由于美国在科学素养方面落后于许多国家，了解更好表现的心理障碍和这些障碍的教学解决方案对于确保改善科学成果至关重要。 这项研究将通过开发和系统地测试教育工作者可用的干预措施来解决这个问题，以支持课堂上的科学学习，重点是改变孩子们对科学成功所需的信念（努力与天赋）。