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An Effect Of Science Imagery Processing Levels On Creative Solution Of Physics Problems Among High School Students

Posted on:2010-09-03Degree:DoctorType:Dissertation
Country:ChinaCandidate:H TengFull Text:PDF
GTID:1117360275498969Subject:Basic Psychology
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We can learn from outstanding scientists' creations that scientific creations are full of imagery and aesthetics, while these features are missing in ordinary scientific workers' creations. Are imagery and aesthetics the prominent factors for scientific creations? Some researchers identifies this this scientific aesthetic cteativity, and named the imagery and aesthetic as Science Imagery. But, does Science Imagery constitute different levels of procession for imagery and aesthetics? And how different levels of procession influence scientific creations? Furthermore, can we improve our creativity by developing imagery and easthetics to improve the Science Imagery Processing Levels and to cultivate creative scientific personnels?Science Imagery is one of the most important categories among the imagery's. However, imagery is an important category of cognitive psychology and a central one in classic Chinese aesthetics as well. First, the concept of imagery indicates appreciation of the aesthetics. As to the process of creativity formation, images can serve as an extremely important part. "The value of image in appreciation of the beauty lies in that it exists in an intuitional form and induces free creation of the main aesthetic experience to some extent." The aesthetic images in scientific activities are also called scientific images, which are integrated with scientific meaning and appearance and can induce psychological images of aesthetics. These imageries are related to creative scientific activities and they are also critical point in cognitive psychology and creative psychology. The case study of creations of excellent scientists shows that scientific images integrated with scientific beauty and scientific aesthetics are reconstructed with intentional psychological images between aesthetic subject and object. Einstein said that written or oral language does not play any part in our mental institutions. As mental elements, the psychological things are some very good images with some clarity. Pedagogic theories and practice also suggest that scientific images are helpful to improving scientific cognitive activities and scientific creativities of the students. However, the abstract and truth-pursuing nature of science causes many people to ignore existence of scientific beauty and its value which often results in boredom of science education and popularization of sciences. This sharply contrasts with the depth of aesthetic experience and richness of image formation of scientists in creativities. This intention of this research is exploring an effect of Science Imagery Processing Levels on creative Solution of science creative activity. In order to approaching explore, we first must validate Science Imagery is a prominent factor during the science creative action. Second, we must validate it constitutes different processing levels. And exploring how different levels of procession influence science problem solving, including solving time, fluency, flexibility, originality and convergent thinking. As a whole, the paper tries to establish foundation for science aesthetical education and science aesthetical creativity.Based on the Science Imagery integrated with scientific beauty and scientific aesthetic, the people exploring how different levels of procession influence science problem solving. Since physics is a typical subject of science, focus is put on the effect of science imagery in creatively solving physics problems. Aspects about imagery addressed in this paper include effect of imagery on problem solving among high school students, divergent thinking in fluency, flexibility and originality, and convergent thinking as well as its practical value for teaching reform and test in the subject of physics to pave the way for cultivation of scientific talents.Out study has three parts. The first part (paper 1-4) is a literature review, which reviews the previous study of the field and elaborates our research content and technical route. Research questions were proposed on the basis of the previous literature review. Through the literature review, we find that: Science Imagery has important value in Science action, but the concept of Science Imagery not perfect. Anciently research emphasis the image, but ignore the meaning and aesthetics of the concept. The other hand, it ignores Science Imagery Procession Levels during science problem solving. On the research means, anciently research make much use of the descriptive means, and few experimentation. Our research set off from the perfect of the concept, makes the Science Imagery Processing Level into two levels: first level is single image or single mean has effect, second level is image and mean has collective effect.The second part (paper 5-10) is an empirical study, which is the main body of the study. Many approaches like content analysis, questionnaires, and experiments are used to systematically address the effect of images on creative physics problem solving. In the empirical study part, content analysis is first taken to address scientific images of the scientists in scientific creation, to affirm that scientific images are an objectively existing psychological phenomenon, which plays an important part in creative scientific activities. Then psycho-metric approaches are used to explore and testify that the concept and construction of scientific images have the qualities of meaningfulness, appearance and emotion-induction. At last, experimental approaches are resorted to tackle the positive effect of images on creative physics problem solving among high school students.On the basis of the total conclusions and discuss, the following conclusions are made:(1)Science Imagery are an objectively existing phenomenon, which have the qualities of meaningfulness, appearance and effectiveness etc. (2) Science imagery Processing has two levels. Processing level 1 is an meaning first coming or image first coming, level 2 is an meaning andimage coming simultaneous. Level 1 has two types,one is an meaning first coming, the other isimage first coming. Level 2 has only one type that is the image and meaning coming simultaneous.(3)science imagery obviously have some positive effect on creative solution (creative solving timeand characteristics) of the physics problems among the high school students, thus it can be observedthat under the influence of science imagery, the time that the high school students used to solve thephysics problems is much shorter than that used by the students with single image and singlemeaning. Similarly, with the help of science imagery, the high school students can show betterfluency, flexibility and originality than that with single image and single meaning.(4)science imagery,simple meaning and simple appearance obviously have different aesthetic feeling among the highschool students. Science imagery can have more aesthetic feeling than that with simple image andsimple meaning.(5) The aesthetic feeling has significant correlations with the time of problemsolving, divergent thinking, and convergent thinking. And it can forecast them. The more aestheticfeeling student has, the better abilities of smartness, in fluency, flexibility, originality;and convergenthe has.The third part (paper 11) is analysis and discussion of the experimental result. On the base of demonstrations, the paper conclude that: the level which has image and means collectively has significant positive effect on physical problem creative solving among high school students, and this effect downfall the level which has only image or only means.The Research get the conclutions that: the level which has image and means collectively has significant positive effect on physical problem creative solving among high school students, and this effect downfall the level which has only image or only means; The aesthetic feeling has significant correlations with the time of problem solving, divergent thinking, and convergent thinking. And it can forecast them. The more aesthetic feeling student has, the better abilities of smartness, in fluency, flexibility, originality;and convergent he has.
Keywords/Search Tags:Science imagery processing level, physics problems, creative solving, science aesthetic feeling
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