| 摘要: |
| 学校、科学中心、广播媒体、纸质媒体及互联网是五种主要的公共科学教育资源。本研究以美国三座大城市的3000名成人为样本,调查了以上资源对公众科学兴趣的价值及认知倾向的作用。下篇展示了如下调查结果:有五种经历对预测成年后的科学兴趣、价值及认知倾向具有特殊重要性,即青少年早期参观科学中心；青少年早期观看科学类电视节目；成年后参观科学中心；成年后阅读科学类书籍杂志；成年后使用互联网学习科学。本文同时讨论了自我选择、经历的质量以及科学学习生态系统的复杂性和协同性。 |
| 关键词: 科学教育资源 科学兴趣 学习生态系统 相关性 调查 |
| DOI： |
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| 基金项目:广东省省级科技计划项目“粤港澳大湾区科技馆联盟”,编号:2018B070704001。 ② 〖ZK |
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| The Contribution of Science-Rich Resources to Public Science Interest (Part II) |
| John H. Falk Scott Pattison,David Meier,David Bibas,Kathleen Livingston Translated by,Yang Yujuan |
| () |
| Abstract: |
| Schools, science centers, broadcast media, print mediaand the Internetare considered as the five major resources for public science education.Over 3000 adults were sampled in three U.S. metropolitan areas, this preliminary study examined the effect of resources mentioned above—had on adults' science interest values and cognitive predispositions.. This section showed that five factors uniquely and significantly predicted adults' science interest, values, and cognitive predispositions in the multivariate models:(a) early adolescent experiences visiting a science center, (b) early adolescent experiences watching science-related televisionporgrams, (c) adults' visiting to a science center, (d) adults' reading of science books and magazines, and (e) adults'sciencelearning through internet.Issues on self-selection, experiences quality, and the complexity and synergy of science learning ecosystem.are also discussed in this paper. |
| Key words: science education resources, science interest, learning ecosystem, relevance, investigation |
