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首页> 外文期刊>Physical Review Physics Education Research >Exploring mindset’s applicability to students’ experiences with challenge in transformed college physics courses
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Exploring mindset’s applicability to students’ experiences with challenge in transformed college physics courses

机译：探索思维方式是否适用于转变后的大学物理课程中学生所面临的挑战

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The mindset literature is a longstanding area of psychological research focused on beliefs about intelligence, response to challenge, and goals for learning. However, the mindset literature’s applicability to the context of college physics has not been widely studied. In this paper we narrow our focus toward students’ descriptions of their responses to challenge in college physics. We ask the research question, “can we see responses to challenge in college physics that resemble that of the mindset literature?” In addressing this question, it is also necessary to ask, “how do students express evidence of challenge?” and “to what extent is this evidence similar or different to the mindset literature?” To answer these questions, we developed a novel coding scheme for interview dialogue around college physics challenge and students’ responses to it. In this paper we present the development process of our coding scheme. We find that it is possible to see student descriptions of their responses to challenge that resemble the mindset literature’s characterizations. However, college physics challenges are frequently different than those studied in the mindset literature. We show that, in the landscape of college physics challenges, mindset beliefs cannot always be considered to be the dominant factor in how students respond to challenge. Broadly, our coding scheme helps the field move beyond broad Likert-scale survey measures of students’ mindset beliefs.
机译：心态文学是心理学研究的一个长期领域，专注于关于智力，对挑战的反应和学习目标的信念。但是，心态文学在大学物理环境中的适用性尚未得到广泛研究。在本文中，我们将重点放在学生对他们对大学物理挑战的反应的描述上。我们问这个研究问题：“我们能看到对大学物理挑战的反应类似于心态文学吗？”在解决这个问题时，还必须问：“学生如何表达挑战的证据？”以及“该证据在何种程度上与心态文献相似或不同？”为了回答这些问题，我们开发了一种新颖的编码方案，用于围绕大学物理挑战和学生对此的回答进行访谈对话。在本文中，我们介绍了编码方案的开发过程。我们发现有可能看到学生对他们对挑战的反应的描述，类似于心态文学的特征。但是，大学物理方面的挑战通常与思维方式文献中所研究的挑战不同。我们证明，在大学物理挑战的形势下，思维定势信念不能总是被视为学生应对挑战的主要因素。从广义上讲，我们的编码方案可以帮助该领域超越对学生的心态信念的李克特量表的广泛测量范围。

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