发生学视角下初中生物理学习兴趣的研究.docx

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Title: Investigating Factors Influencing Junior High School Students' Interest in Learning Physics from a Constructivist Perspective
Abstract:
As education continues to evolve, it is crucial to understand the factors that influence students' interest in learning specific subjects. This study aims to explore the factors that contribute to junior high school students' interest in learning physics from a constructivist perspective. By investigating the roles of teacher support, hands-on activities, and perceived relevance, this research provides valuable insights into effective pedagogical strategies that promote students' interest in physics education. The findings of this study can inform curriculum design and instructional practices that foster a positive learning environment in junior high school physics classrooms.
Introduction:
Developing students' interest in learning physics is vital for their academic success and overall engagement in STEM fields. This research aims to understand the factors that influence the learning interest of junior high school students in physics from a constructivist perspective. By examining the impact of teacher support, hands-on activities, and perceived relevance, this study can inform educators and policymakers about effective teaching strategies that foster students' interest in physics education.
Methodology:
This research adopted a mixed-method approach, combining quantitative surveys and qualitative interviews. A sample of junior high school students was selected, and participants were asked to complete a self-report questionnaire, which measured their perceptions regarding teacher support, hands-on activities, and perceived relevance. Additionally, a subgroup of participants was interviewed to gain deeper insights into their experiences and perspectives of learning physics.
Results:
The results of the survey demonstrated a positive correlation between students' perceptions of teacher support and their interest in learning physics. Students who felt supported by their teachers were more likely to have a greater interest in the subject matter. The hands-on activities also positively impacted students' interest in physics, indicating that engaging, experiential learning experiences can enhance students' motivation and interest. Furthermore, perceived relevance emerged as a significant factor in students' interest in learning physics. When students saw the practical applications and relevance of physics in their everyday lives, their interest was significantly higher.
Discussion:
The findings of this study emphasize the importance of teacher support, hands-on activities, and perceived relevance in fostering students' interest in learning physics. Teachers should create a supportive classroom environment that encourages open dialogue, offers personalized guidance, and recognizes students' efforts. Incorporating hands-on activities, such as experiments and simulations, can provide students with tangible experiences that enhance their understanding and engagement. Moreover, emphasizing the relevance of physics in real-life situations can facilitate students' connections between theoretical concepts and practical applications.
Conclusion:
This research contributes to the understanding of factors influencing junior high school students' interest in learning physics from a constructivist perspective. By recognizing the significance of teacher support, hands-on activities, and perceived relevance, educators can implement effective strategies to promote students' interest in physics education. The findings of this study can guide curriculum designers, instructors, and policymakers in creating engaging and relevant physics learning experiences for junior high school students, thereby fostering a lifelong interest in physics and STEM disciplines.