Developing Students Growth Mindsets To Promote Science Learning

该项目建议开发和研究一项针对9年级和4年级学生的干预措施，目的是促进科学学习的动机。这项研究是基于增长与固定思维的理论。这些干预措施的重点是促进学生在科学学习方面的成长心态，包括大脑可塑性(大脑的可塑性是努力和经验的结果)和科学家的奋斗故事(科学不是天才们不费吹灰之力就能完成的)。将通过多媒体材料传递信息。研究设计包括在教室内随机分配学生接受治疗和控制条件，以评估干预的潜在影响。由于美国在科学素养方面落后于许多国家，了解这些障碍的心理障碍和教学解决方案对于确保提高科学成果至关重要。这项研究将通过开发和系统地测试可供教育工作者使用的干预措施来解决这一问题，以支持课堂上的科学学习，重点是改变儿童关于在科学上取得成功所需要的观念(努力与天生天赋)。

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).