[论文解读] Attitude and Motivation towards Learning Physics

Ryan Manuel D. Guido|arXiv (Cornell University)|May 6, 2018

Science Education and Pedagogy参考文献 1被引用 104

一句话总结

这项对446名工程与技术专业学生的学习物理态度与动机的研究发现两者之间没有显著差异，且它们之间的关系微乎其微，暗示教师影响很重要。

ABSTRACT

Physics is considered as one of the most prevailing and problematic subjects by the students in the realm of science. Students perceived physics as a difficult subject during high school days and become more evasive when they reach college. Based on an investigation of 446 engineering and technology students, this study analyses and evaluates the relationship between attitude and motivation of engineering and technology students towards learning physics. It shows that there is no significant difference in the attitude and motivation of students towards learning physics. Furthermore, there is a negligible degree of relationship for attitude and motivation. The relationship between attitude and motivation is due to chance. This confides that most students found that is unlikely for them to enjoy learning physics because of their professor. Faculty should encourage students in drilling physics problems, students are found to like answering difficult physics questions in ever examination, expresses that they have a mathematical mind.

研究动机与目标

• 调查工程与技术专业学生对学习物理的态度。
• 调查工程与技术专业学生对学习物理的动机。
• 评估在样本中态度与动机是否存在差异。
• 考察态度与学习物理动机之间关系的强度。

提出的方法

• 基于问卷的对446名工程与技术专业学生的分析。
• 对学习物理的态度和动机进行定量评估。
• 进行统计检验以比较不同组并评估态度与动机之间的相关性。
• 在解读结果时考虑教师对学习物理的影响。

实验结果

研究问题

• RQ1 在工程与技术专业学生中，对学习物理的态度是否存在显著差异？
• RQ2 在工程与技术专业学生中，对学习物理的动机是否存在显著差异？
• RQ3 态度与学习物理动机之间关系的强度有多大？

主要发现

• 在学生中，对学习物理的态度没有显著差异。
• 在学生中，对学习物理的动机没有显著差异。
• 态度与学习物理动机之间的关系程度微不足道。
• 态度与动机之间的关系是偶然的。
• 学生不太可能因为教授而喜欢学习物理。
• 教师应鼓励学生练习物理题；学生表示他们有数学头脑，喜欢具有挑战性的问题。