发现病毒的世界:测试人类形象对儿童学习COVID-19的影响
David Menendez1, Emory Richardson2, Kalina M McNeil2
1Department of Psychology, University of California, Santa Cruz.
Developmental psychology
|February 27, 2025
概括
孩子们通过在家里的图书学习了包括COVID-19在内的病毒. 现实主义和人形图书与对照图书相比,显著提高了理解力,图书类型之间没有差异,但与人形图书相比,减少了恐惧.
科学领域:
- 儿童心理学 儿童心理学
- 科学教育科学教育教育.
- 病毒学 病毒学
背景情况:
- 了解病毒对于儿童了解COVID-19等流行病和安全措施至关重要.
- 病毒传播不是美国教育的标准部分,导致孩子们通过非正式的方式学习,通常是通过人类化概念.
- 非正式的学习环境可能会导致对病毒的误解.
研究的目的:
- 开发和测试使用图片故事书的家庭教育干预,以教孩子 (5-8岁) 关于病毒和COVID-19的知识.
- 在儿童的学习中,比较现实与人形描述病毒的有效性.
- 评估学习成果是否根据阅读的书籍类型有所不同.
主要方法:
- 一份注册报告研究,涉及5-8岁儿童及其照顾者.
- 关于COVID-19的三个图片故事书的开发:现实,人形和控制.
- 在家阅读这本书后,对孩子对病毒的理解进行了阅读前后评估.
主要成果:
- 孩子们展示了学习COVID-19的知识,并在阅读图书后将这些知识推广到其他病毒.
- 现实主义和人形图书都导致了比对照图书更大的学习.
- 现实主义和人形图书之间没有发现学习的显著差异,尽管人形图书减少了恐惧.
结论:
- 精心设计的图书可以成为有效的工具,在家教孩子复杂的科学主题,如病毒学.
- 教育干预可以提高儿童对病毒和流行病的理解.
- 人形形象可以减少儿童对病毒的恐惧,而不会影响科学学习.
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