The Influence Of Cognitive Style And Achievement Motivation On The Prototype Heuristic Effect In STEM Problem Solvin

With the development of social economy and the advancement of changes in the times,the talent literacy framework of many countries and my country’s "Overall Framework of Chinese Student Development Core Literacy" have clearly emphasized the importance of problem-solving ability,which is regarded as an important foundation for future learning,effective participation in society and the development of personal activities.The cultivation of innovative talents has become an important mission of today’s education,and STEM education is an important way to cultivate students’ problem-solving ability.At present,the research on problem solving is mainly concentrated in subjects such as mathematics and physics.Problem solving in STEM context is different from problem solving in general subjects,which has the characteristics of interdisciplinary and real situational characteristics.How to measure the cognitive mechanism of STEM problem solving?How to break through the psychological stereotype and functional fixation in STEM problem solving?Do cognitive styles and achievement motivation affect STEM problem solving?In response to the above problems,this research focuses on real STEM scenarios,compiles STEM problem solving experimental materials,verifies the prototype inspiration effect in STEM problem solving,and explores the influence of cognitive style and achievement motivation on the prototype inspiration effect in STEM problem solving.This research consists of four parts:the preliminary experiment collects a large number of real cases of problem solving in the STEM field through the literature method and the interview method,and compiles them into experimental materials according to STAR.Middle school students are used as subjects,the presence or absence of prototypes is used as an independent variable,and the correct rate of STEM problem solving is used as a dependent variable to verify the effectiveness of the experimental materials.Experiment 1 uses the compiled 18 STEM problem-solving experimental materials as the test materials,and adopts the "many-to-many" experimental paradigm to study the difference between the accuracy of the test subject and the experimental materials with or without prototypes,and verify the existence of STEM problem solving prototype enlightenment effect,and calculate the amount of prototype enlightenment of experimental materials and the difficulty of the topic.Experiment 2 introduce cognitive style variables,select six six more difficult and six less difficult questions as test materials,in different cognitive styles of middle school students as subjects,the cognitive style and topic difficulty as the independent variable,STEM the prototype activation rate and accuracy of problem solving as a dependent variable,to explore the cognitive style of prototype effect of inspiration in the STEM problem solving.In Experiment 3,achievement motivation variables were introduced,six difficult and six easy questions were also used as test materials,and middle school students with different achievement motivation levels were taken as subjects.Achievement motivation level and difficulty of the questions were taken as independent variables,and prototype activation rate and accuracy rate of STEM problem solving were taken as dependent variables to explore the influence of achievement motivation on archetypal heuristic effect in STEM problem solving.The conclusions of this study are as follows:The experimental materials for STEM problem solving based on the amount of prototype inspiration and the difficulty of the topic are established,which can effectively measure the prototype inspiration effect of STEM problem solving,and can be used as an effective tool for studying STEM problem solving;In STEM problem solving,there is a significant difference in the accuracy of each STEM problem solving material compiled and the subjects with and without prototype experiments,which proves that prototype contributes to STEM problem solving,and there is an heuristic effect of prototype in STEM problem solving;There was a significant difference between field-independent and field-dependent subjects in the accuracy of problem solving.The results of field-independent subjects were higher than that of field-dependent subjects.The cognitive style could affect the prototype heuristic effect of STEM problem solving;There were significant differences in the correct rate of problem solving among the subjects with different levels of achievement motivation.The correct rate of problem solving among the subjects with high achievement motivation was higher than that of the subjects with low achievement motivation.Achievement motivation would influence the prototype enlightenment effect of STEM problem solving.