2. Outcome: Positive Images Of Scientists
When scientists are presented as hard-working people
who struggled to attain their goals
Hong, H., and Lin-Siegler, X. (2011). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology
3. Outcome: Greater Interest In Science
When students with little personal interest are
presented with scientists as individuals who struggled
Hong, H., and Lin-Siegler, X. (2011). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology
4. Outcome: Increased Scientific Learning
Increased delayed recall of key scientific terms when
presented with the portrayal of struggle-oriented scientists
Hong, H., and Lin-Siegler, X. (2011). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology
5. Outcome: Greater Relational Awareness
Deeper understanding of the relationships between
scientific theories when working textbook problems after
presented with struggle-oriented scientists.
Hong, H., and Lin-Siegler, X. (2011). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology
7. Motivation: Positive Images Of Scientists
Hong, H., and Lin-Siegler, X. (2011). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology
8. Motivation: Positive Images Of Scientists
The breakdown of stereotypical images of scientists
results in greater relate-ability and a positive outlook
on science as a career.
(Brush, 1979; Lewis & Collins, 2001; Mead & Metraux,
1957) and (Klopfer, 1969)
Hong, H., and Lin-Siegler, X. (2011). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology
9. Motivation: Greater Interest In Science
Hong, H., and Lin-Siegler, X. (2011). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology
10. Motivation: Greater Interest In Science
Students with low personal interest experienced an increased
cognitive and emotional interest in text-based physics content
Hong, H., and Lin-Siegler, X. (2011). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology
11. Motivation: Greater Interest In Science
Students with low personal interest experienced an increased
cognitive and emotional interest in text-based physics content
Students with low personal interest demonstrated increased
interest and confidence
Hong, H., and Lin-Siegler, X. (2011). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology
12. Motivation: Increased Scientific Learning
Hong, H., and Lin-Siegler, X. (2011). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology
13. Motivation: Increased Scientific Learning
Better delayed recall performance over immediate recall
Hong, H., and Lin-Siegler, X. (2011). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology
14. Motivation: Increased Scientific Learning
Better delayed recall performance over immediate recall
Hypothesis: an increased personal story of struggle results in
a stronger emotional and cognitive attachment
Hong, H., and Lin-Siegler, X. (2011). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology
15. Motivation: Increased Scientific Learning
Better delayed recall performance over immediate recall
Hypothesis: an increased personal story of struggle results in
a stronger emotional and cognitive attachment
Hypothesis: memory retrieval facilitated by the multiple
memory triggers provided by the story of struggle
Hong, H., and Lin-Siegler, X. (2011). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology
16. Motivation: Greater Relational Awareness
The struggle-oriented stories provided context—how and why
theories were developed
Solving complex problems requires an understanding of the
relationships between scientific principles
Better performance on complex problems rather than well-
defined textbook problems
Hong, H., and Lin-Siegler, X. (2011). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology
18. The Scientific Persona
Hong, H., and Lin-Siegler, X. (2011). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology
19. The Scientific Persona
What if the struggle-oriented story reinforces negative
stereotypes of scientists?
Hong, H., and Lin-Siegler, X. (2011). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology
20. The Scientific Persona
What if the struggle-oriented story reinforces negative
stereotypes of scientists?
Hong, H., and Lin-Siegler, X. (2011). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology
21. The Scientific Persona
What if the struggle-oriented story reinforces negative
stereotypes of scientists?
Hong, H., and Lin-Siegler, X. (2011). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology
22. The Focus Of The Story
Hong, H., and Lin-Siegler, X. (2011). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology
23. The Focus Of The Story
What is the impact of a personal struggle versus
professional struggle?
Hong, H., and Lin-Siegler, X. (2011). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology
24. Degree Of Personal Interest
Hong, H., and Lin-Siegler, X. (2011). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology
25. Degree Of Personal Interest
What if the student already carries a high degree of
personal interest in science?
Hong, H., and Lin-Siegler, X. (2011). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology
26. Immediate Vs Delayed Recall
Hong, H., and Lin-Siegler, X. (2011). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology
27. Immediate Vs Delayed Recall
The null effect on immediate recall with a story of struggle
Hong, H., and Lin-Siegler, X. (2011). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology
28. Declining Interest In Science
Does a story of struggle combat the general decline of
interest in the sciences?
Hong, H., and Lin-Siegler, X. (2011). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology
29. Technological Bells And Whistles
Do the accouterments of technology help or hinder the
delivery and reception of a struggle-oriented story?
Hong, H., and Lin-Siegler, X. (2011). How learning about scientists' struggles influences students' interest and learning in physics. Journal of Educational Psychology
