样例启动对中学生创造性科学问题提出能力的影响
详细信息 查看官网全文
- 英文论文题名：The Influnce of Example Priming in Creative Scientific Problem Finding Ability of Middle School Students
- 论文作者：强瑞超 ; 韩琴 ; 丁然 ; 吴沛谦 ; 李亚亭 ; 范燕平 ; 宁锐
- 英文论文作者：Qiang Rui-chao ; Han Qin ; Ding Ran ; Wu Pei-qian ; Li Ya-ting ; Fan Yan-ping ; Ning Rui ; School of Teachers’ Education ; Shanxi Normal University ; Institute of Educational Science ; Shanxi Normal University
- 年：2015
- 作者机构：山西师范大学教师教育学院;山西师范大学教育科学研究院;
- 论文关键词：样例启动 ; 创造性科学问题提出能力 ; 开放式题目 ; 封闭式题目
- 英文论文关键词：example priming ; Creative Scientific Problem Finding Ability ; opened question ; closed question
- 会议召开时间：2015-10-16
- 会议录名称：第十八届全国心理学学术会议摘要集——心理学与社会发展
- 英文会议录名称：Proceedings of the 18th National Academic Congress of Psychology
- 语种：中文
- 分类号：G444
- 学会代码：ZGXG
- 会议名称：第十八届全国心理学学术会议
- 会议地点：中国天津
- 主办单位：中国心理学会
- 学会名称：中国心理学会
- 页数：2
- 文件大小：801k
- 原文格式：D
- 会议级别：全国
摘要
样例启动是结构良好领域(如数学、物理等)知识的有效学习方法,其对结构化低知识(如创造力)的学习也非常有效。样例将学习者注意力集中于图式结构相关信息上,避免问题解决中广泛的搜索过程。同时,样例表现出专家解决问题的核心特征。因此样例学习只占用较低水平的认知负荷,使更多认知资源在创造性提出科学问题过程中处于空闲状态。本研究从山西省临汾市4所城市中学和2所农村中学中随机抽取1404名中学生作为研究对象,采用3(样例启动方式:高创造性样例、低创造性样例、无样例)?2(题型:封闭式题目、开放式题目)混合实验设计,运用共感评价技术、多元方差分析、简单效应检验等分析方法,探索不同样例启动方式对中学生创造性科学问题提出能力的影响,结果表明:(1)封闭式题目水平上,高创造性样例对中学生创造性科学问题提出能力有促进作用,低创造性样例则有明显抑制作用;开放式题目水平上,高创造性样例与低创造性样例对创造性科学问题提出能力均有抑制作用;(2)低创造性样例组对开放式题目的抑制作用大于对封闭式题目的抑制作用。
Example priming is an effective method for learning in well-structured fields such as mathematics or physics, as well as in less-structured fields like creativity.Examples focuse learner's attention on information for schema construction and avoide extensive search processes.Meanwhile,they prove a central characteristic of experts' problem solving. Therefore,learning from examples imposes lower levels of cognitive load,which makes more cognitive resources free for the demanding process of creative scientific problem finding. The study selected 1404 middle school students randomly from 4 urban schools and 2 rural schools. A mixed experiment design of the 3(example priming format:high creative examples/low creative examples/no examples)?2(question style: opened question/closed question) model was used in the study,which applied Consensual Assessment Technique,Multivariate Analysis of Variance and Simple Effect Analysis to explore the influence of example priming in Creative Scientific Problem Finding Ability(CSPFA) of middle school students. The results indicated that:(1)High creative examples could promote CSPFA in closed question,while low creative examples affected it;both high and low creative examples restrained CSPFA in opened question;(2)Low creative examples had greater inhibiting impact on opened question than on the closed question.
Example priming is an effective method for learning in well-structured fields such as mathematics or physics, as well as in less-structured fields like creativity.Examples focuse learner's attention on information for schema construction and avoide extensive search processes.Meanwhile,they prove a central characteristic of experts' problem solving. Therefore,learning from examples imposes lower levels of cognitive load,which makes more cognitive resources free for the demanding process of creative scientific problem finding. The study selected 1404 middle school students randomly from 4 urban schools and 2 rural schools. A mixed experiment design of the 3(example priming format:high creative examples/low creative examples/no examples)?2(question style: opened question/closed question) model was used in the study,which applied Consensual Assessment Technique,Multivariate Analysis of Variance and Simple Effect Analysis to explore the influence of example priming in Creative Scientific Problem Finding Ability(CSPFA) of middle school students. The results indicated that:(1)High creative examples could promote CSPFA in closed question,while low creative examples affected it;both high and low creative examples restrained CSPFA in opened question;(2)Low creative examples had greater inhibiting impact on opened question than on the closed question.
引文