ABSTRACT

The purpose of this study was to explore the impact of authentically based instruction using the 5E model as the structure for lesson delivery on student emotions and the extent to which the students perceived that the teacher was facilitating mastery goals. Participants were 241 sophomore and junior biology students in three urban high schools in a large city in the Midsouth region of the United States. Two conditions occurred: a lesson designed using authentic 5E model, while the other was a text-based lesson on the topic of photosynthesis. The results suggest that the authentic 5E instruction increased interest and enjoyment and decreased anxiety, hopelessness, frustration, confusion, and boredom as compared to the text-based instruction. Furthermore, the students in the authentic group perceived that the teacher facilitated more mastery goals than the comparison group. Finally, we found that the change of student perception in teacher mastery had a predictive relationship with change in positive and negative emotions. Implications of this study are that authentic instruction can lead to positive academic outcomes and that perceived teacher mastery can have a positive influence on student emotions, which in turn can generate motivation and achievement in high school science courses.

摘要

本研究的目的是探索使用 5E 模型作为授课结构的基于真实的教学对学生情绪的影响，以及学生认为教师促进掌握目标的程度。参与者是美国中南部地区一个大城市的三所城市高中的 241 名大二和大三生物学学生。发生了两种情况：一课是使用真实的 5E 模型设计的，而另一课是关于光合作用主题的基于文本的课。结果表明，与基于文本的教学相比，真实的 5E 教学增加了兴趣和乐趣，并减少了焦虑、绝望、沮丧、困惑和无聊。此外，真实组的学生认为老师比对照组的学生更能促进掌握目标。最后，我们发现教师掌握中学生感知的变化与积极和消极情绪的变化具有预测关系。这项研究的含义是，真实的教学可以带来积极的学术成果，而感知到的教师掌握程度可以对学生的情绪产生积极的影响，进而可以在高中科学课程中产生动机和成就。