"情感驱动":探索校外真实科学学习中的情感诱导

IF 3.6 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Journal of Research in Science Teaching Pub Date : 2024-09-18 DOI:10.1002/tea.21982
Ella Yonai, Ron Blonder
{"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}
引用次数: 0

摘要

本研究探讨了真实校外学习对学生科学学习效率和职业抱负信念的影响。学习活动是按照真实学习框架设计的,由科研人员主导。我们研究了学生在真实科学活动中产生的情感如何在感知的真实性与自我效能/志向信念之间起到中介作用。我们使用扫描电子显微镜(SEM)收集了 177 名参加校外活动的中学生的数据。共使用了三份问卷:(1) 真实感问卷(事后,7 个项目,李克特量表);(2) 语义差异情感问卷(前后,5 个项目);(3) 信念问卷(分两部分):自我效能感和科学抱负(前-后,7 + 5 个项目,李克特量表)。收集到的数据被整合到以真实性为自变量、前后信念结构差异为因变量、情感为中介变量的情感定量模型中。通过评估变量之间关系的大小和显著性,进行了多元回归分析以建立模型。结果表明,感知真实性能显著预测自我效能感和职业理想的前后差异。然而,情感只对自我效能感的增长起中介作用。另外一个模型评估了学生在学校学习科学的情感与他们在校外活动中对真实性和情感的体验之间的联系。这项研究揭示了与校外真实科学活动相关的潜在情感机制,并提出了理论和实证依据,从而为相关文献做出了贡献。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
“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.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Journal of Research in Science Teaching
Journal of Research in Science Teaching EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
8.80
自引率
19.60%
发文量
96
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.
期刊最新文献
Issue Information “Powered by emotions”: Exploring emotion induction in out‐of‐school authentic science learning Issue Information Developing and evaluating the extended epistemic vigilance framework The IPM cycle: An instructional tool for promoting students' engagement in modeling practices and construction of models
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1