政大機構典藏-National Chengchi University Institutional Repository(NCCUR):Item 140.119/75754
English  |  正體中文  |  简体中文  |  Post-Print筆數 : 27 |  全文筆數/總筆數 : 113307/144288 (79%)
造訪人次 : 50867103      線上人數 : 451
RC Version 6.0 © Powered By DSPACE, MIT. Enhanced by NTU Library IR team.
搜尋範圍 查詢小技巧：
  • 您可在西文檢索詞彙前後加上"雙引號"，以獲取較精準的檢索結果
  • 若欲以作者姓名搜尋，建議至進階搜尋限定作者欄位，可獲得較完整資料
    •  進階搜尋
    政大機構典藏 > 教育學院 > 教育學系 > 期刊論文 >  Item 140.119/75754


    請使用永久網址來引用或連結此文件: https://nccur.lib.nccu.edu.tw/handle/140.119/75754


    題名: How Learning about Scientists`` Struggles Influences Students`` Interest and Learning in Physics
    作者: 洪煌堯
    Hong, H.-Y.;Lin-Siegler, X.
    貢獻者: 教育系
    日期: 2012-05
    上傳時間: 2015-06-15 14:32:18 (UTC+8)
    摘要: 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)
    關聯: Journal of Educational Psychology, 104(2), 469-484
    資料類型: article
    DOI 連結: http://dx.doi.org/10.1037/a0026224
    DOI: 10.1037/a0026224
    顯示於類別:[教育學系] 期刊論文

    文件中的檔案:

    檔案 描述 大小格式瀏覽次數
    a0026224.pdf103KbAdobe PDF2886檢視/開啟


    在政大典藏中所有的資料項目都受到原著作權保護.


    社群 sharing

    著作權政策宣告 Copyright Announcement
    1.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.
    DSpace Software Copyright © 2002-2004  MIT &  Hewlett-Packard  /   Enhanced by   NTU Library IR team Copyright ©   - 回饋