使用多媒体问题型学习环境后风险学生的科学学习和态度

IF 0.6 Q3 EDUCATION & EDUCATIONAL RESEARCH Interdisciplinary Journal of Problem-Based Learning Pub Date : 2019-01-11 DOI:10.7771/1541-5015.1752
Min Liu, Sa Liu, Zilong Pan, Wenting Zou, Chenglu Li
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引用次数: 22

摘要

以前的大多数基于问题的学习(PBL)研究都是针对天才或普通教育学生进行的,并取得了成功。然而,很少有关于弱势中学生PBL的研究,尤其是那些被认为有学业失败风险的学生。在这项研究中,我们调查了高危中学生使用多媒体丰富的PBL科学环境的情况。采用混合方法设计的结果表明,这些学生在进行PBL学习后,科学知识和科学态度显著提高。虽然性别之间的得分没有差异,但女孩在科学知识和科学态度方面的前后测试得分更高。对科学的态度和科学知识之间也存在着强烈的正相关关系。这样的研究应该为所有学生提供关于PBL影响的急需的见解,不仅是天才学生,还有代表性不足的人群。
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Examining Science Learning and Attitude by At-Risk Students After They Used a Multimedia-Enriched Problem-Based Learning Environment
Most of the previous problem-based learning (PBL) studies have been conducted with gifted or regular education students and have shown successes. However, little research on PBL exists for disadvantaged middle school students, especially students who are considered to be at risk of failing academically. In this study, we examined the use of a multimedia-enriched PBL science environment by at-risk middle school students. The results, using a mixed-methods design, showed that these students significantly improved their science knowledge and attitude toward science after they engaged in PBL learning. While there were no differences in the scores between the genders, the gain scores from preto post-tests in science knowledge and attitude toward science for the girls were larger. A strong positive relationship between attitude toward science and science knowledge was also found. Such research should provide much needed insights on the effect of PBL for all students, not only the gifted but also the underrepresented populations.
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来源期刊
Interdisciplinary Journal of Problem-Based Learning
Interdisciplinary Journal of Problem-Based Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.40
自引率
0.00%
发文量
0
审稿时长
32 weeks
期刊介绍: The Interdisciplinary Journal of Problem-based Learning (IJPBL) will be a global outlet for PBL scholarship, representing excellence in discovery and promoting transformative educational pedagogy. IJPBL will provide access to the most current research and practice related to PBL pedagogy, thus enhancing efforts of both PBL scholars and practitioners. The mission of IJPBL is to Publish rigorous research, representing a variety of disciplines, related to problem-based learning Engage key and emerging scholars in significant discussion of key issues facing PBL researchers and practitioners Provide up-to-date information to scholars and practitioners who are new to PBL research and pedagogy, enabling them to address current gaps in the literature and/or to transform current learning environments and practices.
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