Effects of reading contextualized physics problems among men and women: A psychophysiological approach.

Autor: Bouhdana I; Département de didactique, Université du Québec à Montréal, CP 8888, Succursale Centre-Ville Montréal, QC, H3C 3P8, Canada; Faculty of Science, McGill University, 845 Sherbrooke St W, Montreal, Quebec, H3A 0G4, Canada., Charland P; Département de didactique, Université du Québec à Montréal, CP 8888, Succursale Centre-Ville Montréal, QC, H3C 3P8, Canada; UNESCO Chair for Curriculum Development, Université du Québec à Montréal, CP 8888, Succursale Centre-Ville Montréal, QC, H3C 3P8, Canada. Electronic address: charland.patrick@uqam.ca., Foisy LB; Département de didactique, Université du Québec à Montréal, CP 8888, Succursale Centre-Ville Montréal, QC, H3C 3P8, Canada; Laboratoire de recherche en neuroéducation, Université du Québec à Montréal, CP 8888, Succursale Centre-Ville Montréal, QC, H3C 3P8, Canada., Lapierre HG; Département de didactique, Université du Québec à Montréal, CP 8888, Succursale Centre-Ville Montréal, QC, H3C 3P8, Canada., Léger PM; Department of Information Technologies, HEC Montréal, 3000 Chemin de la Côte-Sainte-Catherine, Montréal, QC, H3T 2A7, Canada., Allaire-Duquette G; Laboratoire de recherche en neuroéducation, Université du Québec à Montréal, CP 8888, Succursale Centre-Ville Montréal, QC, H3C 3P8, Canada., Potvin P; Département de didactique, Université du Québec à Montréal, CP 8888, Succursale Centre-Ville Montréal, QC, H3C 3P8, Canada., Masson S; Département de didactique, Université du Québec à Montréal, CP 8888, Succursale Centre-Ville Montréal, QC, H3C 3P8, Canada; Laboratoire de recherche en neuroéducation, Université du Québec à Montréal, CP 8888, Succursale Centre-Ville Montréal, QC, H3C 3P8, Canada., Riopel M; Département de didactique, Université du Québec à Montréal, CP 8888, Succursale Centre-Ville Montréal, QC, H3C 3P8, Canada., Mahhou MA; Département de didactique, Université du Québec à Montréal, CP 8888, Succursale Centre-Ville Montréal, QC, H3C 3P8, Canada.
Jazyk: angličtina
Zdroj: Trends in neuroscience and education [Trends Neurosci Educ] 2023 Mar; Vol. 30, pp. 100199. Date of Electronic Publication: 2023 Jan 24.
DOI: 10.1016/j.tine.2023.100199
Abstrakt: To counteract declining interest in science, contextualizing course material has been suggested, despite little evidence supporting this strategy. We assessed how reading physics problems in different contexts-none, technical, or humanistic-impacted performance and implicit cognitive and affective situational interest (SI) among undergraduate men and women (n = 60). We hypothesized that contextualized problems would increase cognitive SI, boosting performance. We also investigated existing hypotheses that this influence would be stronger when contexts matched stereotypical gender interests. Pupillometric and electroencephalographic data served to indicate cognitive SI, while electrodermal activity (EDA) and valence were measures of affective SI. Significantly higher valence was observed in decontextualized than humanistic problems (p = 0.003) specifically among men (p < 0.001). Greater EDA (p = 0.019) and decontextualized problems (p < 0.001) yielded greater performance than contextualized problems for all participants. Results emphasize the importance of affective SI and of avoiding gender biases in curricular development. This study encourages caution if implementing contextualization.
(Copyright © 2023 Elsevier GmbH. All rights reserved.)
Databáze: MEDLINE
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