问问题实践培养了幼儿对科学内容的好奇心方面
Anne T Park1, Joseph Colantonio2,3, Lourdes Delgado Reyes1
1Department of Psychology, University of Pennsylvania, Philadelphia, PA, USA.
NPJ science of learning
|December 15, 2025
概括
在科学课时鼓励孩子们问问题,可以提高他们的好奇心和学习能力. 对于以前知识较少的孩子来说尤其如此,这凸显了教育中积极调查的价值.
科学领域:
- 认知发展 认知发展
- 教育心理学教育心理学
- 科学教育科学教育教育.
背景情况:
- 好奇心与儿童学习的增加有关.
- 促进以好奇心驱动的学习行为有效的方法尚未得到充分理解.
- 了解如何培养好奇心对于改善教育成果至关重要.
研究的目的:
- 调查鼓励提问对儿童好奇心和科学学习的影响.
- 为了确定练习问问题是否提高了对新科学信息的价值.
- 探索背景知识较少的儿童是否从询问问题的干预中获益更多.
主要方法:
- 一项预先注册的实验,涉及103名年龄在5-7岁的儿童.
- 在科学课时随机分配到一个问问题或听问题状态.
- 评估好奇心和学习的好处,用词汇和科学成就的基线测量.
主要成果:
- 鼓励问问题的孩子们比倾听组的孩子们更重视新的科学信息.
- 基线知识较低的儿童表现出更大的好奇心,并通过问问题获得学习收益.
- 该干预措施对好奇心相关的结果产生了显著的积极影响.
结论:
- 练习问问题可以增强年轻学习者好奇心的特定方面.
- 鼓励基于调查的学习可能对以前知识较少的孩子特别有益.
- 这些发现支持在科学教育中整合询问策略,以促进更深层次的参与和学习.
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