{"title":"\"情感驱动\":探索校外真实科学学习中的情感诱导","authors":"Ella Yonai, Ron Blonder","doi":"10.1002/tea.21982","DOIUrl":null,"url":null,"abstract":"This study explored the impact of authentic out‐of‐school learning on students' beliefs about their science learning efficacy and career aspirations. The learning activity, designed following an authentic learning framework, was led by research scientists. We examined how students' emotions, induced in an authentic scientific activity, mediated the connection between the perceived authenticity and the self‐efficacy/aspiration beliefs. Data were gathered from 177 secondary science students participating in an out‐of‐school activity using a scanning electron microscope (SEM). Three questionnaires were applied: (1) Perceived authenticity (Post, 7 items, Likert scale); (2) Semantic differential emotion questionnaire (SDEQ) (Pre‐Post, 5 items); and (3) Beliefs questionnaire in two parts: Self‐efficacy and science aspirations (pre‐post, 7 + 5 items, Likert scale). The collected data were integrated into quantitative models of affect with authenticity as an independent variable, the differences in the pre‐post belief structures as the dependent variable, and the emotions as mediators. Multiple regression analyses were performed to develop the models by evaluating the size and significance of the relationships between the variables. The results indicated the perceived authenticity significantly predicted both self‐efficacy and the career aspiration pre‐post differences. However, emotions behaved as a mediating variable only for self‐efficacy growth. An additional model evaluated the connection between students' emotions learning science in school and their experience of authenticity and emotions in the out‐of‐school activity. The study contributes to the literature by revealing underlying affective mechanisms related to out‐of‐school authentic science activities and suggesting theoretical and empirical justifications.","PeriodicalId":48369,"journal":{"name":"Journal of Research in Science Teaching","volume":null,"pages":null},"PeriodicalIF":3.6000,"publicationDate":"2024-09-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"“Powered by emotions”: Exploring emotion induction in out‐of‐school authentic science learning\",\"authors\":\"Ella Yonai, Ron Blonder\",\"doi\":\"10.1002/tea.21982\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"This study explored the impact of authentic out‐of‐school learning on students' beliefs about their science learning efficacy and career aspirations. The learning activity, designed following an authentic learning framework, was led by research scientists. We examined how students' emotions, induced in an authentic scientific activity, mediated the connection between the perceived authenticity and the self‐efficacy/aspiration beliefs. Data were gathered from 177 secondary science students participating in an out‐of‐school activity using a scanning electron microscope (SEM). Three questionnaires were applied: (1) Perceived authenticity (Post, 7 items, Likert scale); (2) Semantic differential emotion questionnaire (SDEQ) (Pre‐Post, 5 items); and (3) Beliefs questionnaire in two parts: Self‐efficacy and science aspirations (pre‐post, 7 + 5 items, Likert scale). The collected data were integrated into quantitative models of affect with authenticity as an independent variable, the differences in the pre‐post belief structures as the dependent variable, and the emotions as mediators. Multiple regression analyses were performed to develop the models by evaluating the size and significance of the relationships between the variables. The results indicated the perceived authenticity significantly predicted both self‐efficacy and the career aspiration pre‐post differences. However, emotions behaved as a mediating variable only for self‐efficacy growth. An additional model evaluated the connection between students' emotions learning science in school and their experience of authenticity and emotions in the out‐of‐school activity. The study contributes to the literature by revealing underlying affective mechanisms related to out‐of‐school authentic science activities and suggesting theoretical and empirical justifications.\",\"PeriodicalId\":48369,\"journal\":{\"name\":\"Journal of Research in Science Teaching\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":3.6000,\"publicationDate\":\"2024-09-18\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Journal of Research in Science Teaching\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1002/tea.21982\",\"RegionNum\":1,\"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":"Journal of Research in Science Teaching","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1002/tea.21982","RegionNum":1,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
“Powered by emotions”: Exploring emotion induction in out‐of‐school authentic science learning
This study explored the impact of authentic out‐of‐school learning on students' beliefs about their science learning efficacy and career aspirations. The learning activity, designed following an authentic learning framework, was led by research scientists. We examined how students' emotions, induced in an authentic scientific activity, mediated the connection between the perceived authenticity and the self‐efficacy/aspiration beliefs. Data were gathered from 177 secondary science students participating in an out‐of‐school activity using a scanning electron microscope (SEM). Three questionnaires were applied: (1) Perceived authenticity (Post, 7 items, Likert scale); (2) Semantic differential emotion questionnaire (SDEQ) (Pre‐Post, 5 items); and (3) Beliefs questionnaire in two parts: Self‐efficacy and science aspirations (pre‐post, 7 + 5 items, Likert scale). The collected data were integrated into quantitative models of affect with authenticity as an independent variable, the differences in the pre‐post belief structures as the dependent variable, and the emotions as mediators. Multiple regression analyses were performed to develop the models by evaluating the size and significance of the relationships between the variables. The results indicated the perceived authenticity significantly predicted both self‐efficacy and the career aspiration pre‐post differences. However, emotions behaved as a mediating variable only for self‐efficacy growth. An additional model evaluated the connection between students' emotions learning science in school and their experience of authenticity and emotions in the out‐of‐school activity. The study contributes to the literature by revealing underlying affective mechanisms related to out‐of‐school authentic science activities and suggesting theoretical and empirical justifications.
期刊介绍:
Journal of Research in Science Teaching, the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning Through Research, publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. Scholarly manuscripts within the domain of the Journal of Research in Science Teaching include, but are not limited to, investigations employing qualitative, ethnographic, historical, survey, philosophical, case study research, quantitative, experimental, quasi-experimental, data mining, and data analytics approaches; position papers; policy perspectives; critical reviews of the literature; and comments and criticism.