论文标题
大流行的学习破坏对学生态度的持续影响
Ongoing effects of pandemic-imposed learning disruption on student attitudes
论文作者
论文摘要
我们介绍了一项关于芬兰第一年物理学专业对物理学态度的发展的研究，这是由科罗拉多州对科学调查的态度，由于冠状病毒大流行而导致的强制性远程学习时期的衡量。我们发现，在大流行之前的几年中，这些态度没有改变，但是由于大流行而导致的远程学习时期对学生的专家式观点产生了负面影响。同样，在高中经历远程学习期的学生在进入大学时表现出较低的专家思维水平。随着接触教学的恢复，看到了中等积极的收益，弥合了大流行剩下的学生态度的一些但不是全部的差距。
We present a study on the development of Finnish first-year physics majors' attitudes towards physics, as measured by the Colorado Learning Attitudes about Science Survey, before, during and after the period of mandatory remote learning due to the coronavirus pandemic. We find that in the years before the pandemic, these attitudes did not change, but the period of extended remote learning due to the pandemic had a negative effect on the students' expert-like views. Similarly, the students who experienced the remote learning period in high school displayed a lower level of expert-like thinking as they entered university. As contact teaching resumed, moderate positive gains were seen, bridging some but not all of the gap in student attitudes left by the pandemic.
