天文学导论课程学生中成长型思维模式的普遍性
Prevalence of a growth mindset among introductory astronomy students
AI总结：
本研究通过五个学期的调查发现，天文学导论课学生虽普遍认同成长型思维模式且态度稳定，但其实际课堂行为和对学习挑战的反应并未充分体现这一思维模式。
摘要：
尽管许多先前的研究表明，鼓励成长型思维模式可以改善学生的学习成果，但由于学生整体学习态度和特定领域学习态度的差异，这一结论在大学天文学课堂中的适用性仍然知之甚少。为了解决这一问题，我们在五个学期的时间里，对一门天文学导论课程的本科生进行了关于他们学习天文学态度的调查。总体而言，学生对天文学有亲近感，感到中等程度的能力感，认为天文学的难度处于中等水平，并且强烈认同反映“成长型思维模式”的标准表述，即相信智力是可塑的，而不是与生俱来固定不变的。他们的回答在整个学期过程中保持稳定，并且似乎不强烈依赖于学生的人口统计学特征。COVID-19 疫情的意外爆发以及随之而来的全面转向线上学习，与他们对天文学亲近感的下降、感知能力的小幅降低以及对该主题感知难度的增加相关。在此期间，他们的整体学习思维模式几乎没有变化，这强调了与其他被测量的学习态度相比，他们对成长型思维模式的信念具有稳定性。然而，关于他们在课堂上的行为和解读、他们“当下”的感受以及哪些因素对他们在这门课上的成功最为重要等更细致的问题，揭示了与成长型思维模式的一致性显著较低。这表明，虽然天文学导论课程的学生可能认为自己拥有成长型思维模式，但这种思维模式并不一定反映在他们自我报告的课堂行为或对实际学习挑战的测量反应中。
英文摘要：
While many previous studies have indicated that encouraging a growth mindset can improve student learning outcomes, this conclusion's applicability to college-level astronomy classrooms remains poorly understood owing to the variation in students' overall and domain-specific learning attitudes. To address this, we surveyed undergraduate students in an introductory astronomy class about their attitudes towards learning astronomy over the course of five semesters. Overall, students felt an affinity for astronomy, felt moderately competent, perceived astronomy to be intermediate in terms of difficulty, and agreed strongly with standard statements reflecting a "growth mindset," i.e., the belief that intelligence is malleable rather than fixed from birth. Their responses were stable over the course of the semester and did not appear to depend strongly on student demographics. The unexpected start of the COVID-19 pandemic and the associated shift to all-virtual learning correlated with a drop in their affinity for astronomy, a small decrease in their perceived competence, and an increase in the perceived difficulty of the topic. Their overall learning mindset showed negligible change during this time, emphasizing the stability of their belief in a growth mindset as compared to other measured learning attitudes. However, more nuanced questions about their behaviors and interpretations in the classroom, about how they felt "in the moment", and about what factors were most important for their success in the class revealed significantly lower alignment with a growth mindset. This suggests that while introductory astronomy students may believe that they have a growth mindset, this mindset is not necessarily reflected in their self-reported classroom behaviors or measured responses to actual learning challenges.
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