Когнитивный диссонанс и теория эволюции
Mar. 16th, 2016 12:53 am![[personal profile]](https://www.dreamwidth.org/img/silk/identity/user.png){kind=small}
alazorПока российские ученые™ ломают копья в безнадежной битве против превосходящих сил наступающей духовности™, британские ученые™ подходят к этому феномену с научной точки зрения. Вот прислали по рассылке объявление о семинаре:
Complex effects of reducing cognitive dissonance on student learning about evolution
In spite of its importance to the life sciences, many students remain resistant to evolutionary theory, which impairs their understanding of biological processes and their academic advancement. To combat this resistance, the US National Center for Science Education (NCSE), suggests that evolution lecturers precede course material with a short statement explaining that many scientists and religious leaders see no conflict between evolution and religious belief. Such a statement is designed to reduce the perceived threat of evolutionary principles, but presenting it is controversial for many reasons, including the lack of direct evidence for improved student learning outcomes in response to this statement. To fill this gap in the evidence, we have experimentally manipulated the exposure of 2nd year Evolution and Genetics students at the University of Stirling to the NCSE statement in a pre-module survey designed to assess opinions and knowledge about evolution. We then reassessed knowledge and opinions using a similar survey (but without the manipulation) at the end of the course. In my seminar I will present some surprising and complex effects of reducing cognitive dissonance (e.g., through the NCSE statement) on attitudes and learning, including important interactions with the student’s prior level of resistance to the course content.
К сожалению, попасть на него не смогу ввиду географической удаленности, а жаль, звучит интригующе...
Complex effects of reducing cognitive dissonance on student learning about evolution
In spite of its importance to the life sciences, many students remain resistant to evolutionary theory, which impairs their understanding of biological processes and their academic advancement. To combat this resistance, the US National Center for Science Education (NCSE), suggests that evolution lecturers precede course material with a short statement explaining that many scientists and religious leaders see no conflict between evolution and religious belief. Such a statement is designed to reduce the perceived threat of evolutionary principles, but presenting it is controversial for many reasons, including the lack of direct evidence for improved student learning outcomes in response to this statement. To fill this gap in the evidence, we have experimentally manipulated the exposure of 2nd year Evolution and Genetics students at the University of Stirling to the NCSE statement in a pre-module survey designed to assess opinions and knowledge about evolution. We then reassessed knowledge and opinions using a similar survey (but without the manipulation) at the end of the course. In my seminar I will present some surprising and complex effects of reducing cognitive dissonance (e.g., through the NCSE statement) on attitudes and learning, including important interactions with the student’s prior level of resistance to the course content.
К сожалению, попасть на него не смогу ввиду географической удаленности, а жаль, звучит интригующе...
