认识论信仰的概况,关于解释规范的知识和解释技能的知识:干预后的变化
Eric Klopp1, Theresa Krause-Wichmann1, Robin Stark1
1Department of Education, Saarland University, Saarbrücken, Germany.
Frontiers in psychology
|November 6, 2023
概括
这项研究表明,培训干预改善了学生的科学解释技能和知识. 干预还减少了学生之间的认识论信仰差异.
科学领域:
- 教育心理学教育的心理学.
- 认知科学 认知科学
- 科学教育科学教育教育.
背景情况:
- 学生对科学解释的理解包括认识论信仰,宣言知识和实践技能.
- 以人为中心的方法可能会促进科学解释的构建.
研究的目的:
- 调查学生的认识论信仰与他们对科学解释的知识和技能之间的关系.
- 通过以人为中心的方法检查培训干预如何影响这些因素.
- 在干预之前和之后,识别认识论信仰和解释能力的新兴配置文件.
主要方法:
- 隐形形象过渡分析与108名学生.
- 认识论信仰,宣言知识和解释技能的评估.
- 一项旨在加强科学解释构建的培训干预.
主要成果:
- 在干预之前,出现了两个不同于认识论信仰和解释技能的个人资料,但不是声明知识.
- 干预总体上提高了声明知识和解释技巧.
- 干预后,出现了两种不同知识和技能的个人资料,但不是认识论信仰,这表明干预平衡了信仰差异.
结论:
- 培训干预有效地提高了学生的科学解释技能和知识.
- 这种干预似乎减轻了认识论信仰对解释概况的影响.
- 以人为中心的方法对修改认识论信仰和改进科学解释的研究有希望.
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