The Influence Of Scientists' Stories On The Motivation Of Science Learning In The First Grade Of Junior High School

This study firstly investigates and understands the status quo of science learning of first-grade junior high school students.On this basis,it explores the promoting effect of different types of scientist stories on students' scientific learning motivation,and further explores the internal mechanism of this influencing process.Based on the empirical research of psychology,this paper puts forward some educational Suggestions to promote the scientific learning motivation of middle school students.In study 1,394 students in the first year of junior high school were taken as effective subjects.The current status of science learning motivation of junior high school students was investigated by SMTSL and the science-related professional intention and career intention questionnaire.The relationship between science learning motivation and professional intention and career intention was analyzed.Explore whether there are gender differences in these three aspects.The results showed that:(1)Science learning motivation was positively correlated with major and career intention;(2)There is no gender difference in the mean value of scientific learning motivation.There are significant gender differences in the two dimensions of self-efficacy and environmental evaluation.Male students' self-efficacy and environmental evaluation are significantly higher than female students.(3)There is a significant gender difference in majors and career intentions.Male students are significantly more willing to study science-related majors and engage in sciencerelated careers in the future than female students.In study 2,331 students,which from 7th grade were randomly assigned to 1 of 5 conditions: a)The NG,a control group,b)The MAG,in this group of students to read stories of male scientists(describe how scientists through the efforts to succeed),c)The FAG,in this group of students reading stories women scientists,d)The MSG,in this group of students reading achievement stories of men(like a textbook is describing the scientists achievements),e)The FSG,in this group of students to read the achievements of women scientists story.Our intervention lasted six weeks and each student was given a total of four scientist stories(once a week,except for the first and sixth weeks).The results showed that:(1)boys in the first grade of junior high school had no intervention and their motivation to learn science decreased significantly after reading the stories of achievement of same sex scientists,but their motivation did not change significantly after reading the stories of opposite sex scientists and the stories of struggle of opposite sex scientists.(2)Male students who read struggle stories of same sex scientists have a higher degree of connection than those who read achievement stories.(3)Compared with reading the achievement stories of scientists of the same gender,boys had more connections with scientists after reading the struggle stories of scientists of the same gender,and had less decrease in scientific learning motivation.Studies have shown that reading stories about the struggles of scientists of the same gender can improve boys' bond with scientists and thus reduce their decline in scientific learning motivation.Emphasizing the struggle experience of scientists can shorten the distance between students and scientists and help maintain students' motivation of science learning.The reason that causes the change of girls' motivation is not the degree of connection between students and scientists.Future research can further explore the intervention scheme and its internal mechanism to effectively improve girls' science learning motivation.