"没有痛苦,没有收益":基于模拟的教师培训学习:模拟的调解作用阻碍了模拟的发展
Orna Levin1, Rivi Frei-Landau2,3, Chen Goldberg4,5
1Department of Education & Leadership, Achva Academic College, Shikmim, Israel.
PloS one
|January 13, 2025
概括
在基于模拟的学习 (SBL) 中经历焦虑可以阻碍结果,但理解这种"离开自己的舒适区"是关键. 这项研究提供了通过管理这些学习障碍来优化SBL的见解.
科学领域:
- 教育心理学教育心理学
- 教师教育研究 教师教育研究
背景情况:
- 基于模拟的学习 (SBL) 是教育中的一个不断增长的领域.
- 影响SBL有效性的因素需要进一步调查.
- 在模拟中学习者的心理经验,特别是不适,是研究不足的.
研究的目的:
- 在SBL的背景下,研究学习障碍,特别是焦虑和恐惧在教师教育中的作用.
- 为了探索的概念的概念.
主要方法:
- 通过教师教育模拟学习成果 (SLOTE) 问卷收集的数据进行定量分析.
- 开发和测试一个调解模型,以了解背景变量,障碍和学习成果之间的关系.
主要成果:
- 确定了一个调解模型,在这个模型中,学习者的障碍 (焦虑/恐惧) 显著影响了学习成果.
- 发现,离开自己的舒适区的经历调解了背景变量与沟通技巧和协作学习等结果之间的关系.
- 这项研究提供了经验证据,证明了障碍物在SBL中的中介作用.
结论:
- 学生的焦虑和恐惧,被定义为离开舒适区,在教师教育中SBL结果中发挥着关键的调解作用.
- 了解和管理这些障碍可以提高SBL的有效性.
- 这些发现在理解SBL过程和设计SBL环境的实际影响方面提供了理论上的进步.
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