The ideal science student and problem solving

摘要

Abstract: We examined the nature of students ’ social mental models of the ideal science student, whether or not these models vary with student ethnicity, and the relationship of these models to problem solving strategies used, and problem solving ability in a robotics challenge. Participants were twenty-six, academically advanced, eleven and twelve year olds. Two social mental models were identified, a traits-based model and a robust model. While models do not appear to vary with ethnicity, a significant association was found between model group and strategy usage (p =.032). In addition, the robust group achieved higher scores on their final solution than the traits-based group (p =.03). The robust group made excellent use of the tools in the environment to solve the problem. The traits-based group did not. The robust group evidenced an environmental view of learning. The traits-based group displayed a mental representations view of learning. Problem solving has been identified as an important aspect of student learning in science and technology and in the development of scientific literacy (National Research Council, 1996). Social factors, such as student beliefs about what it means to be an ideal student and their implicit theories of personality appear to influence student academic activity, problem solving approaches, and achievement (Dweck & Leggett, 1988; Hogan, 1998; Lunenberg & Vollman, 1999). However, these social factors have not been a focus of science education research (Patrick & Yoon, 2004). Indeed, many investigations of student problem-solving in science focus on either cognitive factors (e.g., Chang, C.Y., 2002; Dhillon, 1998; Reid, N. 2002;), or on students ’ science epistemological beliefs