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Conceptualising positive student learning experiences in secondary science.

概念化中学科学中积极的学生学习体验。

基本信息

批准号：
2887997
负责人：
金额：
--
依托单位：
Durham University
依托单位国家：
英国
项目类别：
Studentship
财政年份：
2024
资助国家：
英国
起止时间：
2024 至无数据
项目状态：
未结题

来源：
https://gtr.ukri.org/projects?ref=studentship-2887997
关键词：
Conceptualising positive student learning experiences

项目摘要

In recent decades, there has been an apparent decline in student participation in science post secondary education, and a clear drive to increase participation in science, technology, engineering, and mathematics ( subjects. To date, there is limited research that explores how positive learning experiences are conceptualised,yet there is emerging research evidence about their influence on dimensions of learning including academic development, learner identity and emotional and affective aspects of lea rning. It is therefore important to consider in a holistic way how these different dimensions might contribute to a consideration of what positive learning experiences look like for students in secondary science. The overall aim of this thesis is to explor e how positive learning experiences in secondary science are conceptulised by students and then to consider how this can inform science pedagogy and practice (with clear implications for science curriculum and teacher development, and future policy conside rations). This study is a single method interpretive inquiry that consists of two phases. The first phase consists of two systematic reviews to synthesise existing research evidence the first systematic review will focus on affect and emotion in the context of science learning and the second systematic review will focus on factors that contribute to positive learning experiences in science. The evidence synthesised from systematic reviews will frame the second phase of this inquiry the interview phase, using semi structured interviews in North East England schools to holistically explore with students (aged 13 14 years) how they conceptualise and make sense of their learning experiences in science.

近几十年来，学生参加中学后科学教育的人数明显下降，并明显增加了对科学、技术、工程和数学（科目）的参与。到目前为止，有有限的研究，探讨积极的学习经验是如何概念化，但有新兴的研究证据表明，他们对学习的维度，包括学术发展，学习者身份和情感和情感方面的莱亚rning的影响。因此，重要的是要考虑在一个整体的方式如何这些不同的层面可能有助于考虑什么样的积极的学习经验看起来像学生在中等科学。本论文的总体目标是探索学生如何将中学科学中的积极学习经验概念化，然后考虑如何将其告知科学教学法和实践（对科学课程和教师发展以及未来的政策考虑具有明确的意义）。本研究是一个单一方法的解释性探究，包括两个阶段。第一阶段包括两个系统性综述，以综合现有的研究证据，第一个系统性综述将侧重于科学学习背景下的情感和情绪，第二个系统性综述将侧重于有助于科学积极学习经验的因素。从系统评价合成的证据将框本调查的第二阶段面试阶段，在英格兰东北部的学校使用半结构化面试，全面探索与学生（13 - 14岁），他们如何概念化，使他们的学习经验在科学意义。