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1.
Misconceptions and biases in energy perception could influence people's support for developments integral to the success of restructuring a nation’s energy system. Science education, in equipping young adults with the cognitive skills and knowledge necessary to navigate in the confusing energy environment, could play a key role in paving the way for informed decision-making. This study examined German students’ knowledge of the contribution of diverse energy sources to their nation’s energy mix as well as their affective energy responses so as to identify implications for science education. Specifically, the study investigated whether and to what extent students hold mistaken beliefs about the role of multiple energy sources in their nation’s energy mix, and assessed how misconceptions could act as self-generated reference points to underpin support/resistance of proposed developments. An in-depth analysis of spontaneous affective associations with five key energy sources also enabled the identification of underlying concerns driving people’s energy responses and facilitated an examination of how affective perception, in acting as a heuristic, could lead to biases in energy judgment and decision-making. Finally, subgroup analysis differentiated by education and gender supported insights into a ‘two culture’ effect on energy perception and the challenge it poses to science education.  相似文献   

2.
The content of research methods courses in tertiary education, as revealed by popular textbooks, tends to focus largely on procedural aspects of research investigations. Although following proper procedures is essential for reaching valid and reliable outcomes, there is another attribute of good quality research that is often missing from research methods courses and textbooks: appropriate decision making and the avoidance of cognitive biases, such as confirmation bias and base rate neglect. In this essay, some of the more common cognitive biases are highlighted with examples from everyday life in order to illustrate how these biases can influence decision-making processes when reading about or conducting research investigations.  相似文献   

3.
农民工在进城务工过程中,存在着不同程度的认知偏差,不良的认知偏差容易阻碍他们适应现代城市生活的进程。本文分析了农民工城市认知偏差的显性表现以及影响因素,并基于成人教育视角提出调整农民工城市认知偏差的对策性建议,即开展进城前的市情教育,降低期望偏差;培养农民工的城市归属感,消除城乡地域隔阂;提高农民工的市民身份意识,实现身份角色转变;建立完善的就业服务体系,合理进行职业定位;增设社区文化活动,促进生活方式认同;提供心理疏导援助,满足自我实现需求。  相似文献   

4.
Accurate, rational, and scientific decision making is now considered to be the most important skill in science education. Many studies have found that overconfidence bias is one of the cognitive biases hindering people from achieving such decision making. Gender and country play crucial roles in overconfidence bias. For instance, some particular cultures and genders tend to be more overconfident than others. However, whether or not the two variables interact to influence overconfidence bias also indirectly influences decision making, especially in the context of science education. The purpose of this study is to identify the effects of country and gender on performance, confidence, and overconfidence bias in the samples of Indonesian and Korean high-school students while doing on a biology exam. The twenty-one American Association for the Advancement of Science (AAAS) questions on the topics of genetics and evolution were administered to 297 Indonesian and 235 Korean high-school students, in their first and second years. Every question was featured with a question asking students how confident they are in answering the question correctly. The two-way Analysis of Variances (2-way ANOVA) test was used to answer the research questions. Based on the analyses, we found no significance interactional effects of gender and country in test scores. In contrast, we found a significant interactional effects in both confidence in genetics and evolution. Regarding overconfidence bias, for which that we merged both concepts, we found that country had a higher influence on students’ overconfidence bias than did gender. Additionally, we found the hard-easy effect phenomenon followed overconfidence bias phenomenon. The relationships between country, gender, science education, cognitive bias, and overconfidence bias are discussed. Suggestions for reducing overconfidence bias are also provided.  相似文献   

5.
Many ideas in the biological sciences seem especially difficult to understand, learn, and teach successfully. Our goal in this feature is to explore how these difficulties may stem not from the complexity or opacity of the concepts themselves, but from the fact that they may clash with informal, intuitive, and deeply held ways of understanding the world that have been studied for decades by psychologists. We give a brief overview of the field of developmental cognitive psychology. Then, in each of the following sections, we present a number of common challenges faced by students in the biological sciences. These may be in the form of misconceptions, biases, or simply concepts that are difficult to learn and teach, and they occur at all levels of biological analysis (molecular, cellular, organismal, population, and ecosystem). We then introduce the notion of a cognitive construal and discuss specific examples of how these cognitive principles may explain what makes some misconceptions so alluring and some biological concepts so challenging for undergraduates. We will argue that seemingly unrelated misconceptions may have common origins in a single underlying cognitive construal. These ideas emerge from our own ongoing cross-disciplinary conversation, and we think that expanding this conversation to include other biological scientists and educators, as well as other cognitive scientists, could have significant utility in improving biology teaching and learning.  相似文献   

6.
When studying a complex research phenomenon, a mixed methods design allows to answer a broader set of research questions and to tap into different aspects of this phenomenon, compared to a monomethod design. This paper reports on how a sequential equal status design (QUAN → QUAL) was used to examine students’ reasoning processes when solving probability problems. A select clustered sampling resulted in the inclusion of 168 high school students in a first, quantitative phase, in which a questionnaire was used to assess how they solved probability problems. This questionnaire included probability items that were based on the outcome orientation, the representativeness misconception, and the equiprobability bias. In a second, qualitative phase, 18 students who were purposefully sampled from the first research phase were interviewed in order to conduct an in-depth study of their probabilistic reasoning processes. In this paper, we illustrate and discuss how several mixed methods research purposes were realized throughout our study: development, expansion, and initiation.  相似文献   

7.
The purpose of this study was to investigate the role of epistemic beliefs and knowledge representations in cognitive and metacognitive processing when learning about physics concepts through text. Specifically, we manipulated the representation of physics concepts in texts about Newtonian mechanics and explored how these texts interacted with individuals’ epistemic beliefs to facilitate or constrain learning. Results revealed that when individuals’ epistemic beliefs were consistent with the knowledge representations in their assigned texts, they performed better on various measures of learning (use of processing strategies, text recall, and changes in misconceptions) than when their epistemic beliefs were inconsistent with the knowledge representations. These results have implications for how researchers conceptualize epistemic beliefs and support contemporary views regarding the context sensitivity of individuals’ epistemic beliefs.  相似文献   

8.
The use of computer simulations as educational tools may afford the means to develop understanding of evolution as a natural, emergent, and decentralized process. However, special consideration of developmental constraints on learning may be necessary when using these technologies. Specifically, the essentialist (biological forms possess an immutable essence), teleological (assignment of purpose to living things and/or parts of living things that may not be purposeful), and intentionality (assumption that events are caused by an intelligent agent) biases may be reinforced through the use of computer simulations, rather than addressed with instruction. We examine the video game Spore for its depiction of evolutionary content and its potential to reinforce these cognitive biases. In particular, we discuss three pedagogical strategies to mitigate weaknesses of Spore and other computer simulations: directly targeting misconceptions through refutational approaches, targeting specific principles of scientific inquiry, and directly addressing issues related to models as cognitive tools.  相似文献   

9.
Previous studies have revealed that “neuromyths,” which are misconceptions about the brain, show a high prevalence among teachers in different countries. However, little is known about the origin of these ideas; that is to say, the sources that may influence their presence among teachers. This research aims to identify the prevalence of five frequent neuromyths among teachers in Quebec (belief in neuromyths and reported practices) and the reported sources of these beliefs (e.g., reading popular science texts). A total of 972 teachers from Quebec responded to an online questionnaire. Results show a lower prevalence than previous studies (although it remains high), and that the main sources cited by participants are related to cognitive biases and university training. To our knowledge, this study is the first to report data supporting the idea that cognitive biases are related to the prevalence of neuromyths.  相似文献   

10.
In this critical theoretical conceptualization situated in Disability Critical Race Theory (Annamma, Connor, & Ferri, 2013), we identify the current education system as a series of dysfunctional education ecologies. We next analyze how dysfunctional education ecologies are maintained through implicit bias, consider how these biases may impact classroom interactions, and reframe bias as dysconscious racism (King, 1991). Finally, we explore how school personnel can use transformative praxis (Freire, 1970) to actively dismantle these dysfunctional education ecologies through a shift in both their epistemological and axiological commitments to develop functional ecologies of learning by enacting a DisCrit Classroom Ecology.  相似文献   

11.
There is a renewed scientific interest in the role of childhood in human evolution, pointing to the explorative phase of a human's life history that shapes how children learn and develop. This study presents a synthesis from evolutionary sciences that considers biases in childhood learning through activities in play, exploration, and social interactions. The study argues that childhood education based on this framework diverges from formal education. This framework explains why common misconceptions about childhood learning arise and how to resolve them. Finally, we propose how childhood education can be changed to take advantage of biological biases in learning.  相似文献   

12.
This study investigated two different expressions of the so-called curse of knowledge in primary school children: hindsight bias and outcome bias. Further, it explored the possible predictive function of false belief understanding in reducing these biases. Ninety-one children aged 7, 9, and 11 years (middle- to upper-middle class) were administered classical first- and second-order false belief tasks as well as hindsight and outcome bias tasks in a within-subjects design, while controlling for cognitive level. Both biases were found at all ages. Second-order false belief understanding seemed to reduce outcome bias but not hindsight bias. These findings indicate that the curse of knowledge is a multifaceted construct with potential relevant implications for learning in children.  相似文献   

13.
In this essay, Mark Jonas argues that there are three broadly held misconceptions of Plato's philosophy that work against his relevance for contemporary moral education. The first is that he is an intellectualist who is concerned only with the cognitive aspect of moral development and does not sufficiently emphasize the affective and conative aspects; the second is that he is an elitist who believes that only philosopher‐kings can attain true knowledge of virtue and it is they who should govern society; the third is that he affirms the realm of the Forms as a literal metaphysical reality and believes that for individuals to attain virtue they must access this realm through contemplation. The goal of this essay is to correct these misconceptions. The rehabilitation of Plato's reputation may enable future researchers in moral education to discover in his philosophy new avenues for exploring how best to cultivate virtues in students.  相似文献   

14.
In this paper we consider why students in poor and rural regions of China are dropping out of school in numbers that may be greater than official statistics admit. With questions about education quality among the most intractable in Education for All initiatives across the developing world, we sketch a portrait of education in a remote mountain village community as it might be painted from the perspective of a primary school dropout: a portrait in which education quality is well in the shadows. We indicate the limits of the view that commonly relates the phenomenon of school dropout primarily with poverty, a lack of school resources and inequities in resource distribution, suggesting that the picture is more nuanced and subtly shaded at local levels. Our research indicates that the education system in the radically transitional society that China is today brings with it values that clash with those of its citizens, particularly those who are marginalized and cannot easily adjust, perhaps because of their disadvantaged socio-economic, cultural and geographic location. In an ethnographic study in a poor, rural area in Yunnan province, we found significant disjunctions in values: between those of the school system and those of parents with regard to the aims and purposes of education; between those of the curriculum and those of teachers with regard to their role in the classroom vis-à-vis knowledge as represented in textbooks; between those of government education policy and the concerns of the remote rural poor with regard to resource distribution; and between those of a newly market-oriented society and educational ideals about teachers’ and students’ abilities. We also offer some insight into the scale and complexity of the problems associated with a lack of education quality and students’ dropping out of school as a consequence, which cannot be revealed by the official 1% dropout rate.  相似文献   

15.
According to Bandura’s construal bias hypothesis, derived from social cognitive theory, persons with the same heightened state of autonomic arousal may experience either pleasant or deleterious emotions depending on the strength of perceived self-efficacy. The current study tested this hypothesis by proposing that college students’ preexisting efficacy beliefs may affect how physiological arousal during exams is construed as a valence of positive emotion. Survey data were collected from 172 students in a statistics course at a large research university in the Midwest. Students provided self-reported intensity of autonomic arousal during previous exams, statistics self-efficacy, and positive affect toward a proximal final exam. The construal bias hypothesis was supported by a significant interaction between autonomic arousal and self-efficacy on the dependent variable positive affect. Results revealed that as autonomic arousal increased, so did the moderating effect of self-efficacy. Specifically, as physiological arousal intensified, students with high or low self-efficacy reported divergent levels of positive emotion. Implications for theory, research, and practice are discussed.  相似文献   

16.
Responding to a survey requires cognitive abilities similar to those for any other linguistic task. We argue that, when faced with a cognitively challenging task, individuals respond by simplifying the task, declining it, or performing it poorly. Using the 2003 Program for International Student Assessment (PISA 2003) data sets, we document that the extent of construct differentiation in students’ mathematics learning strategies is strongly associated with their level of mathematics achievement. Likewise, the higher the level of mathematics achievement, the lower is the probability of a non-response to the mathematics learning strategy questions. Finally, the higher the students’ level of mathematics achievement, the more varied were their responses to the learning strategies items. These associations were examined across 40 participating countries.  相似文献   

17.
The paper we present is a case study which has two objectives: the identification of the interactions between pairs of 16 and17-year-old students related to problem solving and the influence of such interactions in their cognitive development. To achieve these aims, we consider problems associated with a definite conceptual structure – problems comparing flat surface areas –, and we focus the analysis of the interactions on the point of view of the thematic and interlocutive dimensions of the discourse. Such analysis has allowed us to identify a wide typology of exchanges, and, from this, to outline four models of interaction -alternative, guided, relaunching, and co-operative. In the cases analysed, these interactions significantly influence the individual development of cognitive and heuristic abilities in the problem solving process. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

18.
Research shows that misconceptions are usually detrimental to text comprehension. However, whether misconceptions also impair metacomprehension accuracy, that is, the accuracy with which one self-assesses one’s text comprehension, has received far less attention. We conducted a study in which we examined students’ (N = 47) comprehension and metacomprehension accuracy (prediction accuracy and postdiction accuracy) of a statistics text as a function of their statistical misconceptions. Text comprehension and metacomprehension accuracy referred to both conceptual and procedural aspects of statistics. The results showed that students who had more misconceptions achieved poorer conceptual text comprehension and, at the same time, provided more overconfident predictions of their conceptual and procedural text comprehension than students who had fewer misconceptions. In contrast, postdiction accuracy of conceptual and procedural text comprehension was not affected by misconceptions.  相似文献   

19.
Summary The day-by-day observations made by the experimenter during one of the activity-based classes indicate that college students can learn to discover some elementary probability models and formulas for themselves while working on probability experiments in small groups. Furthermore, the effects of sample size upon measures of central tendency and variability can be learned by students working on activities such as those developed for the experimental course in this study. Making guesses for the probability of events and checking guesses with a hand-held calculator seems to help college students to be more cautious about probability estimates, and helps to make them aware about some of their own misconceptions about probability. Small-group problem solving, keeping a log of all class work and activities, and investigating the misuses of statistics all appeared to have a positive effect upon college students' attitudes towards mathematics, as indicated in the questionnaires filled out by the subjects in the experimental sections.The present results of this study support the hypotheses of Kahneman and Tversky [10, 12] which claimed that combinatorially naive college students rely upon availability and representativeness to estimate the likelihood of events. Kahneman and Tversky were skeptical about the possibility of helping students to overcome their reliance upon availability and representativeness. The results on the posttest in this study suggest that the manner in which college students learn probability makes a difference in their ability to overcome misconceptions that arise from availability and representativeness. Mere exposure to probability concepts is not sufficient to overcome certain misconceptions of probability. Fischbein [9] notes that the synthesis between the necessary and the possible-which is the basis of probabilistic thinking-does not in fact take place spontaneously .... He claims that science education emphasizes only the deterministic aspect, and neglects the study of uncertainty. Thus peoples' intuition of probabilistic thinking is distorted by science education's emphasis on the necessary, and neglect of the possible. This experiment suggests that the course methodology and the teaching model used in an elementary probability course can help develop peoples' intuition for probabilistic thinking. A course in which students carry out experiments, work through activities to build their own probability models, and discover counting principles for themselves can help students to overcome their misconceptions about probability, and can help restore the synthesis between the necessary and the possible which is essential to probabilistic thinking.  相似文献   

20.
进化心理学的诞生,特别是进化教育心理学与进化发展心理学的发展,为解释当前教育问题和教育现象提供了新的视角。进化理论把人类知识分为生物初级知识和生物次级知识,重新诠释了教育,特别是学校教育存在的必要性和价值;进化发展心理学对＂发展＂概念的独到诠释,给当前盛行的＂超前教育＂以警示;进化理念下对不同知识类型儿童学习方式的区分,启发教育工作者重新认识接受学习的价值;学习动机偏差理论解释了为什么大多数学生不喜欢学习,也启发教育者重新审视外部动机激发的意义;进化理念下的性别差异解释了当前教育领域中常见的性别学习偏好,也给教育教学提供了重要的启迪;进化心理学对几种儿童＂问题行为＂的全新阐释为今后教育提供了新的思路。  相似文献   

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