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Forma mentis networks quantify crucial differences in STEM perception between students and experts.

Massimo Stella^1,2, Sarah de Nigris³, Aleksandra Aloric⁴

¹Institute for Complex Systems Simulation, University of Southampton, Southampton, United Kingdom.

|October 18, 2019

Summary

High school students perceive science positively but associate subjects like math and physics with negative emotions, potentially due to a focus on dry methodology. Enhancing STEM education requires emphasizing applied aspects and creativity.

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Area of Science:

Cognitive Psychology
Science Education
Psycholinguistics

Background:

Understanding student and researcher perceptions of Science, Technology, Engineering, and Mathematics (STEM) is crucial for effective education.
Existing research often overlooks the nuanced emotional and conceptual frameworks individuals develop towards STEM subjects.

Purpose of the Study:

To introduce and utilize forma mentis networks to model conceptual structures and emotional perceptions of STEM among Italian high school students and researchers.
To compare the forma mentis networks of students and researchers to identify differences in their conceptual knowledge and emotional responses to STEM.

Main Methods:

Constructing forma mentis networks using psycholinguistic data: free concept associations and valence ratings related to "science."
Analyzing separate networks for 159 Italian high school students and 59 interdisciplinary researchers.
Cross-validating findings with external datasets to link network features to psychological constructs like science anxiety.

Main Results:

Both students and researchers perceived "science" as a positive concept.
Students, unlike researchers, exhibited a "negative emotional aura" around subjects like "physics" and "mathematics," associating them with negative concepts.
This negative aura in students was linked to science anxiety and potentially stems from a perception of overly technical and mnemonic-focused teaching methods.

Conclusions:

The study highlights a significant divergence in how students and researchers emotionally perceive specific STEM disciplines, despite a shared positive view of "science" overall.
Findings underscore the need to move beyond purely methodological STEM teaching by emphasizing non-technical, applied aspects, real-world complexity, and creativity.
Forma mentis networks offer a valuable quantitative tool for understanding and improving STEM education and outreach strategies.