自然事物认知偏好的初步实验研究

本研究从认知心理学角度采用实验方法探索自然科学学习的影响因素。发现：1自然事物的认知偏好中存在内隐学习现象。2．自然事物认知偏好的表现非常复杂：年龄的影响并不显著，经验的影响不可忽视；3．性别差异十分明显，男生比女生的自然事物认知偏好更为肯定更为积极，很可能社会性别角色是造成自然科学学习结果差异的重要原因；4．内隐组学习坦率好奇，倾向于把自然事物看得更熟悉更容易，具有更强的探究兴趣：外显组学生矜持审慎，倾向于把自然事物看得更陌生更难以理解，探究兴趣较弱。因此，科学教育要创设情境让学生潜移默化地学以致用；要帮助学生利用经验并从中获取乐趣、增长兴趣、树立志趣；要鼓励女孩子大胆挑战科学。

A Study of Bias in Nature Cognition

This study inquired into bias in nature cognition by experiments in order to find out what influenced science learning. The findings were: 1) There was implicit science learning in bias in nature cognition. 2) The bias of nature cognition seemed very complex: the bias was sensitive to experience but not to age; 3) Sex-difference was remarkable: the function of social sex role made boy-students more self-confident and more active than girl- students, which suggested that people' s bias in nature cognition was restricted by social influence; 4) The subjects in the condition of implicit learning were frank and curious; however, the ones in the condition of explicit learning were reserved and circumspect. Our mainconclusions : We should create situations in which to stimulate students' implicit science learning, help students to enjoy their science curriculum and experience; and especially encourage girl-students to challenge science. This study contributes to both psychology and science education.