在完成具有复杂分子表征的任务时,(短)线索对成绩、压力和自我效能的影响

IF 2.2 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Research in Science Education Pub Date : 2024-06-26 DOI:10.1007/s11165-024-10180-7
Nina Minkley, Marco Lucas, Sascha Bernholt
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引用次数: 0

摘要

理解复杂的分子表象对于理解分子科学现象至关重要,但许多学生在这方面却很吃力。因此,我们研究了简短书面线索在处理分子表象方面的有效性,特别是其对成绩、自我效能感和压力反应的影响。共有 136 名中学生参加了先验知识测试和主要测试,并参与了涉及复杂分子表象的任务。一半学生收到了线索,另一半学生没有收到。结果表明,获得线索的学生在测试中的表现明显更好,这凸显了线索在提高成绩方面的有效性。不过,线索对自我效能感没有影响,两组学生的自我效能感都保持在中等水平。生理压力反应(心率变异性)表明,没有获得线索的学生在主要测试中承受了更大的压力,而获得线索的学生则保持了较低的压力水平,就像在先前知识测试中一样。从先前知识测试到主要测试,两组学生的主观压力水平都有所下降,而获得线索的学生报告的压力水平往往较低。总之,在处理复杂的分子表象时,简短的书面线索能有效提高成绩并降低压力水平,但可能需要长期干预来增强自我效能感。
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Effects of (Short) Clues on Performance, Stress, and Self-Efficacy in the Accomplishment of Tasks with Complex Molecular Representations

The understanding of complex molecular representations is crucial for comprehending molecular scientific phenomena, but many students struggle with them. Therefore, we investigated the effectiveness of short written clues in dealing with molecular representations, specifically their impact on performance, self-efficacy, and stress reactions. A total of 136 secondary school students participated and engaged in tasks involving complex molecular representations in a prior knowledge test and a main test. Half of the students received clues, while the other half did not. The results showed that students who received clues performed significantly better on the test, highlighting their effectiveness for improving performance. However, the clues had no influence on self-efficacy, which remained moderate for both groups. Physiological stress responses (heart rate variability) indicated that students without clues experienced increased stress during the main test, whereas those with clues maintained lower stress levels like those in the prior knowledge test. Subjective stress levels decreased for both groups from the prior knowledge test to the main test, with students who received clues tending to report lower stress levels. In conclusion, short written clues were found to be effective in improving performance and reducing stress levels when dealing with complex molecular representations, although long-term interventions may be required to enhance self-efficacy.

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来源期刊
Research in Science Education
Research in Science Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
6.40
自引率
8.70%
发文量
45
期刊介绍: 2020 Five-Year Impact Factor: 4.021 2020 Impact Factor: 5.439 Ranking: 107/1319 (Education) – Scopus 2020 CiteScore 34.7 – Scopus Research in Science Education (RISE ) is highly regarded and widely recognised as a leading international journal for the promotion of scholarly science education research that is of interest to a wide readership. RISE publishes scholarly work that promotes science education research in all contexts and at all levels of education. This intention is aligned with the goals of Australasian Science Education Research Association (ASERA), the association connected with the journal. You should consider submitting your manscript to RISE if your research: Examines contexts such as early childhood, primary, secondary, tertiary, workplace, and informal learning as they relate to science education; and Advances our knowledge in science education research rather than reproducing what we already know. RISE will consider scholarly works that explore areas such as STEM, health, environment, cognitive science, neuroscience, psychology and higher education where science education is forefronted. The scholarly works of interest published within RISE reflect and speak to a diversity of opinions, approaches and contexts. Additionally, the journal’s editorial team welcomes a diversity of form in relation to science education-focused submissions. With this in mind, RISE seeks to publish empirical research papers. Empircal contributions are: Theoretically or conceptually grounded; Relevant to science education theory and practice; Highlight limitations of the study; and Identify possible future research opportunities. From time to time, we commission independent reviewers to undertake book reviews of recent monographs, edited collections and/or textbooks. Before you submit your manuscript to RISE, please consider the following checklist. Your paper is: No longer than 6000 words, including references. Sufficiently proof read to ensure strong grammar, syntax, coherence and good readability; Explicitly stating the significant and/or innovative contribution to the body of knowledge in your field in science education; Internationalised in the sense that your work has relevance beyond your context to a broader audience; and Making a contribution to the ongoing conversation by engaging substantively with prior research published in RISE. While we encourage authors to submit papers to a maximum length of 6000 words, in rare cases where the authors make a persuasive case that a work makes a highly significant original contribution to knowledge in science education, the editors may choose to publish longer works.
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