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首页> 外文期刊>Research in Science Education >“Pluto Has Been a Planet My Whole Life!” Emotions, Attitudes, and Conceptual Change in Elementary Students’ Learning about Pluto’s Reclassification
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“Pluto Has Been a Planet My Whole Life!” Emotions, Attitudes, and Conceptual Change in Elementary Students’ Learning about Pluto’s Reclassification

机译：“冥王星是我一生的星球！”小学生对冥王星重分类的了解中的情绪，态度和概念变化

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摘要

Learning about certain scientific topics has potential to spark strong emotions among students. We investigated whether emotions predicted students’ attitudes after engaging in independent rereading and/or rereading plus discussion about Pluto’s reclassification. Fifth and sixth grade students read a refutation text on Pluto’s reclassification. Participants were randomly assigned to either the reread independently or the reread plus discussion group. Results showed that students in both groups experienced attitude change and that change was sustained over time. Students reported experiencing more negative than positive emotions at pretest. Emotions, which became more positive after intervention, were predictive of students’ attitudes and attitude change. Implications for the role of emotions when learning about controversial topics are discussed.
机译：学习某些科学主题有可能激发学生的强烈情绪。我们调查了在进行独立的重读和/或重读以及有关冥王星重分类的讨论之后，情绪是否能预测学生的态度。五年级和六年级的学生阅读了有关冥王星重新分类的反驳文字。参与者被随机分配到重读独立小组或重读加讨论小组。结果表明，两组学生的态度都发生了变化，并且随着时间的推移这种变化得以持续。学生报告说，在预测试中经历的负面情绪多于正面情绪。情绪在干预后变得更加积极，可以预测学生的态度和态度变化。讨论了在学习有争议的主题时对情感的作用的含义。

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