社会网络分析实践者指南：在主动学习环境中检查物理焦虑
Practitioner's guide to social network analysis: Examining physics anxiety in an active-learning setting
摘要：
社会网络分析（SNA）的应用近年来在科学、技术、工程和数学教育研究中越来越普遍。对课堂网络的研究使人们更好地理解了物理专业学生的持久性，他们与职业相关的信念的变化（例如，物理兴趣）和他们的学术成就。在本文中，我们的目标是提供一个从业者的指导，开展研究使用SNA，包括如何开发数据收集工具，建立协议收集数据，以及确定网络方法相关的广泛的研究问题超出了人们可能会发现在一个典型的引物。我们说明了这些技术使用学生的焦虑数据，从主动学习物理教室。本研究旨在探讨学生在一学期的物理学习过程中所参与的社交网络与物理焦虑之间的关系。我们发现，即使我们控制了{ \it pre}焦虑、性别和最终课程成绩，外向互动次数越多的学生越有可能经历消极的焦虑转变。我们还探索了学生网络的演变，发现学期的下半部分是参与与减少物理焦虑相关的互动的关键时期。我们的研究进一步支持了动态组形成策略的好处，让学生有机会在整个学期与尽可能多的同龄人互动。为了补充我们在教育研究中的SNA指南，我们还提供了一套工具，让其他研究人员在他们的工作中使用这种方法-{ \it SNA工具箱} -可以在GitHub上访问。
英文摘要：
The application of social network analysis (SNA) has recently grown prevalent in science, technology, engineering, and mathematics education research. Research on classroom networks has led to greater understandings of student persistence in physics majors, changes in their career-related beliefs (e.g., physics interest), and their academic success. In this paper, we aim to provide a practitioner's guide to carrying out research using SNA, including how to develop data collection instruments, set up protocols for gathering data, as well as identify network methodologies relevant to a wide range of research questions beyond what one might find in a typical primer. We illustrate these techniques using student anxiety data from active-learning physics classrooms. We explore the relationship between students' physics anxiety and the social networks they participate in throughout the course of a semester. We find that students' with greater numbers of outgoing interactions are more likely to experience negative anxiety shifts even while we control for {\it pre} anxiety, gender, and final course grade. We also explore the evolution of student networks and find that the second half of the semester is a critical period for participating in interactions associated with decreased physics anxiety. Our study further supports the benefits of dynamic group formation strategies that give students an opportunity to interact with as many peers as possible throughout a semester. To complement our guide to SNA in education research, we also provide a set of tools for letting other researchers use this approach in their work -- the {\it SNA toolbox} -- that can be accessed on GitHub.
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