主动学习教学如何塑造学习者的好奇心? 一个多站点调解员对45,972名儿童学习参与度的研究
Ji Liu1, Dahman Tahri1, Faying Qiang1
1Faculty of Education, Shaanxi Normal University, Xi'an 710062, China.
Journal of Intelligence
|June 26, 2024
概括
积极学习促进学习者的参与,这反过来又提高了好奇心. 这项研究揭示了学习者参与是通过教学方法培养好奇心的关键途径.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
- 神经科学是一个神经科学.
背景情况:
- 好奇心是探索和学习的基本动力.
- 教学教学对好奇心的影响仍然不太清楚.
- 调查教学方法,参与和好奇心之间的联系至关重要.
研究的目的:
- 探索主动学习教学,学习者参与和学习者好奇心之间的关系.
- 确定学习者参与在这种关系中的调解作用.
- 提供关于教学方法如何影响好奇心的经验证据.
主要方法:
- 使用了部分最小平方结构方程模型 (PLS-SEM).
- 分析了来自社会和情感技能调查数据集 (N = 45,972) 的数据.
- 检查了十个不同的研究站点,以确保可通用性.
主要成果:
- 积极学习教学与学习者参与度 (std. β = 0.016,p = 0.005) 的情况.
- 没有发现主动学习教学对学习者的好奇心有显著的直接影响 (std. β = -0.001,p = 0.738) 的情况.
- 学习者参与显著调解了主动学习教学和学习者好奇心 (std. β = 0.013,p = 0.005) 的情况.
结论:
- 积极学习间接地促进好奇心,主要是通过提高学习者参与度.
- 学习者参与作用作为一个关键的调解者在好奇心的教学影响.
- 教学策略应该优先考虑参与,以有效培养好奇心.
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