 |
English
|
正體中文
|
简体中文
|
Post-Print筆數 : 27 |
Items with full text/Total items : 113318/144297 (79%)
Visitors : 51051110
Online Users : 898
|
|
|
Loading...
|
Please use this identifier to cite or link to this item:
https://nccur.lib.nccu.edu.tw/handle/140.119/75754
|
| Title: | How Learning about Scientists`` Struggles Influences Students`` Interest and Learning in Physics |
| Authors: | 洪煌堯
Hong, H.-Y.;Lin-Siegler, X. |
| Contributors: | 教育系 |
| Date: | 2012-05 |
| Issue Date: | 2015-06-15 14:32:18 (UTC+8) |
| Abstract: | How does learning about scientists` struggles during their scientific knowledge building affect students` science learning? Two hundred and seventy-one high school students were randomly assigned to 1 of 3 conditions: (a) the struggle-oriented background information (n = 90) condition, which presented students with stories about 3 scientists` struggles in creating the content knowledge that the students were learning through online physics instructional units; (b) the achievement-oriented background information (n = 88) condition, in which students learned about these 3 scientists` lifetime achievements; and (c) a no background information (n = 93) condition, a control group in which students mainly learned information about the physics contents they were studying. Our measures assessed perceptions of scientists, interest in physics lessons, recall of science concepts, and physics problem solving. We found that the achievement-oriented background information had negative effects on students` perceptions of scientists, producing no effects on students` interest in physics lessons, recall of science concepts, or their solving of both textbook-based and complex problems. In contrast, the struggle-oriented background information helped students create perceptions of scientists as hardworking individuals who struggled to make scientific progress. In addition, it also increased students` interest in science, increased their delayed recall of the key science concepts, and improved their abilities to solve complex problems. The important message that learning about scientists` struggles sends is that even great scientists work hard. Providing an opportunity for students to relate scientists to their knowledge-building activities has important implications for science learning and instruction. (PsycINFO Database Record (c) 2013 APA, all rights reserved) (journal abstract) |
| Relation: | Journal of Educational Psychology, 104(2), 469-484 |
| Data Type: | article |
| DOI 連結: | http://dx.doi.org/10.1037/a0026224 |
| DOI: | 10.1037/a0026224 |
| Appears in Collections: | [教育學系] 期刊論文
|
Files in This Item:
| File |
Description |
Size | Format | |
|---|
| a0026224.pdf | | 103Kb | Adobe PDF2 | 887 | View/Open |
|
All items in 政大典藏 are protected by copyright, with all rights reserved.
|
著作權政策宣告 Copyright Announcement1.本網站之數位內容為國立政治大學所收錄之機構典藏，無償提供學術研究與公眾教育等公益性使用，惟仍請適度，合理使用本網站之內容，以尊重著作權人之權益。商業上之利用，則請先取得著作權人之授權。
The digital content of this website is part of National Chengchi University Institutional Repository. It provides free access to academic research and public education for non-commercial use. Please utilize it in a proper and reasonable manner and respect the rights of copyright owners. For commercial use, please obtain authorization from the copyright owner in advance.
2.本網站之製作，已盡力防止侵害著作權人之權益，如仍發現本網站之數位內容有侵害著作權人權益情事者，請權利人通知本網站維護人員(
nccur@nccu.edu.tw)，維護人員將立即採取移除該數位著作等補救措施。
NCCU Institutional Repository is made to protect the interests of copyright owners. If you believe that any material on the website infringes copyright, please contact our staff(
nccur@nccu.edu.tw). We will remove the work from the repository and investigate your claim.
