{"title":"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","authors":"Nina Minkley, Marco Lucas, Sascha Bernholt","doi":"10.1007/s11165-024-10180-7","DOIUrl":null,"url":null,"abstract":"<p>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.</p>","PeriodicalId":47988,"journal":{"name":"Research in Science Education","volume":null,"pages":null},"PeriodicalIF":2.2000,"publicationDate":"2024-06-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Effects of (Short) Clues on Performance, Stress, and Self-Efficacy in the Accomplishment of Tasks with Complex Molecular Representations\",\"authors\":\"Nina Minkley, Marco Lucas, Sascha Bernholt\",\"doi\":\"10.1007/s11165-024-10180-7\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p>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.</p>\",\"PeriodicalId\":47988,\"journal\":{\"name\":\"Research in Science Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.2000,\"publicationDate\":\"2024-06-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Research in Science Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1007/s11165-024-10180-7\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Research in Science Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1007/s11165-024-10180-7","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
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.
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.