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篇名 高中生科学学习观念发展现状测评
並列篇名 Evaluation on the Development Status of Senior High School Students' Conceptions of Learning Science
作者 李秀婷(LI Xiu-ting)   、周颖(ZHOU Ying) 、刘君凡(LIU Jun-fan) 、马媛媛(MA Yuan-yuan)
中文摘要 科学学习观念指个体对学习科学的看法和理解,是指导学生外在学习行为的内部主观因素,测量学生的科学学习观念有助于从本质上发现并改善师生双方教与学上存在的问题。研究使用COLS量表,评估了高中生COLS的发展现状。通过探索性及验证性因素分析,成功提取了量表的七因子结构,并进一步验证了“低阶COLS”与“高阶COLS”的二阶结构。又通过单因素方差分析发现,高一和高三学生的低阶COLS显著高于高二学生,这可能是中高考复习带来的影响;此外,随着每周课外接触科学时长的适度增加,高中生的COLS会得到优化。研究提示教师应注重知识间关系的梳理;在合理把控接触科学时长的前提下,家长应多鼓励学生参加课外科普活动。
英文摘要 The Conceptions of Learning Science (COLS) refers to individual views and understandings about learning science, such as physics and chemistry. COLS are internal subjective factors that guide students' external learning behaviors, and the measurement of COLS is helpful to find and improve essential educational problems including students' learning and teachers' instruction. The questionnaire of COLS was used to evaluate the level of high school students. Firstly, the seven-factor structure of the questionnaire was successfully extracted through Exploratory Factor Analysis and Confirmatory Factor Analysis. And the second order structure was further verified which was combined with lower-order COLS and higher-order COLS. Then, one-factor analysis of variance was used and found that the lower-order COLS of grade 10 and grade 12 students were significantly higher than those of grade 11. One reason might be the influence of reviewing the entrance examination for high school or college. And the COLS of high school students improved as the time of weekly extracurricular exposure increasing. Therefore, the research suggests teachers should pay attention to sorting of the relationships between knowledge. In addition, parents should encourage students to participate m extracurricular scientific activities under the premise of reasonable control over the time spent on.
頁次 161-173
關鍵詞 学习观念 科学教育 信效度检验 非正式学习 conceptions of learning; science education reliability and validity test informal learning CSSCI
卷期 18:2
日期 202204
刊名 教育學報
出版單位 北京師範大學
DOI 10.14082/j.cnki.1673-1298.2022.02.015