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Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/74415


Title: How learning about scientists' struggles influences students' interest and learning in physics.
Authors: Hong, Huang-Yao;Lin-Siegler, Xiaodong
洪煌堯
Contributors: 教育系
Date: 2012-05
Issue Date: 2015-04-09 11:17:06 (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.
Relation: Journal of Educational Psychology, 104(2), 469-484
Data Type: article
DOI link: http://dx.doi.org/10.1037/a0026224
Appears in Collections:[Department of Education] Periodical Articles

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