K-12阶段对科学技术的兴趣、动机和态度:对12年教育研究的系统回顾

IF 4.7 2区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Studies in Science Education Pub Date : 2014-01-02 DOI:10.1080/03057267.2014.881626

Patrice Potvin, A. Hasni

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引用次数: 531

摘要

学生与科技的关系是一个复杂而重要的关系。如果它是积极的，那么社会、经济和环境后果是可以预期的。然而，对科技的兴趣/动机/态度(I/M/A)也有很多问题。关于这一主题已经进行了大量的研究，并提出了一定数量的合成，但很少有人遵循足够系统的程序。本文对2000年至2012年间发表的228篇K-12水平科技I/M/ a ERIC数据库收录的研究论文进行了综合系统的描述。我们关注这些文章的起源，它们使用和定义的结构，工具，最后是它们提供的结果，无论是相关的还是因果的。对未来的研究和干预措施提出了结论和建议。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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Interest, motivation and attitude towards science and technology at K-12 levels: a systematic review of 12 years of educational research

The relationship that exists between students and science and technology (S&T) is a complex and important one. If it is positive, then social, economic and environmental consequences are to be expected. Yet, many problems of interest/motivation/attitude (I/M/A) towards S&T have been recorded. A lot of research has been conducted on this topic and a certain number of syntheses have been proposed, but very few of them have followed sufficiently systematic procedures. In this article, we offer a synthetic and systematic description of 228 research articles that were published between 2000 and 2012 and indexed in the ERIC database under I/M/A for S&T at K-12 levels. We focus on the origin of these articles, on the constructs they use and define, on the instruments, and finally on the results they provide, whether correlative or causal. Conclusions and recommendations for future research and interventions are formulated.

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来源期刊

Studies in Science Education EDUCATION, SCIENTIFIC DISCIPLINES-

CiteScore

15.30

自引率

2.00%

发文量

审稿时长

>12 weeks

期刊介绍： The central aim of Studies in Science Education is to publish review articles of the highest quality which provide analytical syntheses of research into key topics and issues in science education. In addressing this aim, the Editor and Editorial Advisory Board, are guided by a commitment to: maintaining and developing the highest standards of scholarship associated with the journal; publishing articles from as wide a range of authors as possible, in relation both to professional background and country of origin; publishing articles which serve both to consolidate and reflect upon existing fields of study and to promote new areas for research activity. Studies in Science Education will be of interest to all those involved in science education including: science education researchers, doctoral and masters students; science teachers at elementary, high school and university levels; science education policy makers; science education curriculum developers and text book writers. Articles featured in Studies in Science Education have been made available either following invitation from the Editor or through potential contributors offering pieces. Given the substantial nature of the review articles, the Editor is willing to give informal feedback on the suitability of proposals though all contributions, whether invited or not, are subject to full peer review. A limited number of books of special interest and concern to those involved in science education are normally reviewed in each volume.