假装科学家的游戏增强了年幼的孩子,尤其是女孩,在科学上的坚持
Yu Shan Huang1, Tatiana Fugelso Rachlin1, Lin Bian1
1Department of Psychology, The University of Chicago, Chicago, IL, USA.
Journal of experimental child psychology
|October 14, 2025
概括
假装扮演科学家的游戏,无论是勤奋的还是聪明的,都会提高孩子们对科学活动的坚持. 这种干预对女孩尤其有效,为解决科学,技术,工程和数学 (STEM) 领域的早期性别差距提供了一种策略.
科学领域:
- 儿童发展 儿童发展
- 教育心理学教育心理学
- 性别研究是性别研究.
背景情况:
- 科学,技术,工程和数学 (STEM) 的性别差异始于早期教育.
- 女孩可能会脱离STEM,因为文化叙述将聪明与科学家联系在一起,而不是努力工作,这是他们较少认同的特征.
研究的目的:
- 为了调查角色扮演作为一位出色的科学家是否会提高女孩在科学活动中的坚持.
- 为了比较角色扮演作为一个勤奋的科学家与一位出色的科学家对儿童科学参与的影响.
主要方法:
- 实验1:325名儿童 (4-7岁) 在三个条件下参与科学游戏:没有角色扮演,扮演勤奋的科学家或扮演聪明的科学家.
- 实验2:160名儿童扮演科学家或艺术家的角色,以确定效应的特异性.
主要成果:
- 与没有角色扮演的小组相比,在勤奋和聪明的科学家角色扮演条件下的孩子在科学活动中坚持更长时间.
- 科学家角色扮演对坚持的积极影响主要在女孩身上观察到.
- 作为一名艺术家的角色扮演并没有增加科学活动的坚持,这表明这种效应特定于科学家的角色扮演.
结论:
- 涉及科学角色模型的假装游戏显著提高了儿童在科学活动中的参与和坚持.
- 归因于科学家榜样的特征 (勤奋与聪明) 并不会改变假装游戏的积极影响.
- 这些发现表明,鼓励儿童,特别是女孩参与科学家角色扮演,可以成为有效的干预措施,以缓解STEM早期的性别差距.
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