“我不知道别人怎么想的好指标”：解析神经分化学生在物理问题解决中的双重共情问题
"I don't have a good metric for what other people think:" Unpacking the double empathy problem in neurodivergent physics problem-solving
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中文总结 AI 辅助
本研究通过双重共情问题视角，调查3名神经分化物理学生的经历，发现他们在与同伴、教师互动及解读问题陈述时遭遇沟通障碍，并指出物理文化中的神经典型-规范性沟通期望可能是负面体验的根源。
中文摘要 AI 辅助
学习是一种社会行为，需要对话者之间的沟通。这一过程发生在社会建构的神经典型-规范性体系中。这些神经典型-规范性体系可能边缘化神经分化学生，他们往往具有非规范的社会认知差异。我们调查了3名神经分化物理学生在解决物理问题和适应物理文化方面的经历。我们采用双重共情问题视角，揭示沟通障碍如何体现在神经分化学生的物理学习中。我们发现，这3名神经分化学生在与同伴和教师的互动以及解读问题陈述时均遭遇沟通障碍。此外，我们找到证据表明，物理文化中神经典型-规范性的沟通期望可能是参与者访谈中负面效应的来源，例如参与者害怕被误解或感觉自己被视为愚蠢。
英文摘要
Learning is a social act and requires communication between interlocutors. It is a process that takes place in a socially constructed neurotypical-normative system. These neurotypical-normative systems can marginalize neurodivergent students, who oftentimes have non-normative socio-cognitive differences. We investigate 3 neurodivergent physics students' experiences solving physics problems and navigating physics culture. We use a Double-Empathy Problem lens to uncover how communication breakdowns can manifest for neurodivergent students in physics. We find that the 3 neurodivergent students experience communication breakdowns in their interactions with peers and instructors and in interpreting problem statements. Furthermore, we find evidence that neurotypical-normative communication expectations in physics culture could be the source of negative effects present in participants' interviews, such as participants' fear of being misinterpreted or feeling as though they are viewed as stupid.
发表机构
- Durham University（杜伦大学）
- Michigan State University（密歇根州立大学）
- Rutgers University（罗格斯大学）
- Texas A&M University（德克萨斯农工大学）
- University of Connecticut – Avery Point（康涅狄格大学阿弗里点分校）
机构由 AI 辅助整理，请以论文原文为准。
