中学生科学身份认同的现状及群体特征  

Research on the Status Quo and Group Characteristics of Middle School Students'Science Identity

作　　者：王庆 姚宝骏[1] Wang Qing;Yao Baojun

机构地区：[1]江西师范大学生命科学学院,南昌330022

出　　处：《教育测量与评价》2021年第9期38-47,共10页Educational Measurement and Evaluation

摘　　要：科学身份认同可以预测学生的科学职业兴趣、科学学业表现和科学参与感,已经成为国际科学教育研究领域的热点话题。采用科学身份认同问卷对318名中学生进行调查,并通过R语言附加pheatmap包采用均值方式进行聚类分析,旨在了解中学生科学身份认同的现状,进一步探讨科学身份认同的提升策略。研究表明:部分中学生科学学习经历与未来身份"脱节",科学身份体认感欠缺;科学身份积极反馈不足,科学认可度亟待提升;科学身份认同整体呈现4类群体特征,不同性别、学段的学生科学身份认同具有差异;科技活动参与度是影响中学生科学身份认同的重要因素。建议积极培养与构建学生的实践身份和话语身份,增强科学实践体验;关注学生科学情感反馈,倡导科学身份多元评价;将职业生涯教育融入科学学科教学;关注非正式环境下的科学学习,家庭、学校、社会共育科技人才。In this paper,318 middle school students were investigated by using the scientific identity questionnaire,and the R language with pheatmap package was used to cluster analysis by using the mean method in order to understand the current situation of science identity of middle school students and further explore the promotion strategy of science identity. The results show that: some middle school students’ science learning experience is “out of touch”with their future identity,and they lack the sense of science identity. The positive feedback of science identity is insufficient,and the degree of scientific recognition needs to be improved. There are four types of group characteristics in the whole. Moreover,there are differences in science identity among students of different genders and periods. The participation in scientific activities is an important factor affecting middle school students’ science identity. It is suggested that students’ practical identity and discourse identity should be cultivated and constructed to enhance their scientific practice experience;it is supposed to pay attention to students’ scientific emotional feedback and advocate multiple evaluation of science identity. Also,attention should be paid to science learning in informal environment,and scientific and technological talents should be trained by family,school and society.

关 键 词：科学身份认同 科技活动参与度 科学实践体验 聚类分析 

分 类 号：G40-058.1[文化科学—教育学原理]