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Influence of a Dissection Video Clip on Anxiety, Affect, and Self-Efficacy in Educational Dissection: A Treatment Study

In science education, dissections of animals are an integral part of teaching, but they often evoke negative emotions. We aimed at reducing negative emotions (anxiety, negative affect [NA]) and increasing positive affect (PA) and self-efficacy by an experimental intervention using a predissection vi...

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Autores principales: Randler, Christoph, Demirhan, Eda, Wüst-Ackermann, Peter, Desch, Inga H.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Cell Biology 2016
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4803090/
https://www.ncbi.nlm.nih.gov/pubmed/27290738
http://dx.doi.org/10.1187/cbe.15-07-0144
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author Randler, Christoph
Demirhan, Eda
Wüst-Ackermann, Peter
Desch, Inga H.
author_facet Randler, Christoph
Demirhan, Eda
Wüst-Ackermann, Peter
Desch, Inga H.
author_sort Randler, Christoph
collection PubMed
description In science education, dissections of animals are an integral part of teaching, but they often evoke negative emotions. We aimed at reducing negative emotions (anxiety, negative affect [NA]) and increasing positive affect (PA) and self-efficacy by an experimental intervention using a predissection video to instruct students about fish dissection. We compared this treatment with another group that watched a life history video about the fish. The participants were 135 students studying to become biology teachers. Seventy received the treatment with the dissection video, and 65 viewed the life history video. We applied a pre/posttest treatment-comparison design and used the Positive and Negative Affect Schedule (PANAS), the State–Trait–Anxiety Inventory for State (STAI-S), and a self-efficacy measure three times: before the lesson (pretest), after the film treatment (posttest 1), and after the dissection (posttest 2). The dissection film group scored higher in PA, NA, and state anxiety (STAI-S) after the dissection video treatment and higher in self-efficacy after the dissection. The life history group showed no differences between the pretest and posttest 1. The dissection film has clear benefits—increasing PA and self-efficacy—that come at the cost of higher NA and higher STAI-S.
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spelling pubmed-48030902016-03-29 Influence of a Dissection Video Clip on Anxiety, Affect, and Self-Efficacy in Educational Dissection: A Treatment Study Randler, Christoph Demirhan, Eda Wüst-Ackermann, Peter Desch, Inga H. CBE Life Sci Educ Article In science education, dissections of animals are an integral part of teaching, but they often evoke negative emotions. We aimed at reducing negative emotions (anxiety, negative affect [NA]) and increasing positive affect (PA) and self-efficacy by an experimental intervention using a predissection video to instruct students about fish dissection. We compared this treatment with another group that watched a life history video about the fish. The participants were 135 students studying to become biology teachers. Seventy received the treatment with the dissection video, and 65 viewed the life history video. We applied a pre/posttest treatment-comparison design and used the Positive and Negative Affect Schedule (PANAS), the State–Trait–Anxiety Inventory for State (STAI-S), and a self-efficacy measure three times: before the lesson (pretest), after the film treatment (posttest 1), and after the dissection (posttest 2). The dissection film group scored higher in PA, NA, and state anxiety (STAI-S) after the dissection video treatment and higher in self-efficacy after the dissection. The life history group showed no differences between the pretest and posttest 1. The dissection film has clear benefits—increasing PA and self-efficacy—that come at the cost of higher NA and higher STAI-S. American Society for Cell Biology 2016 /pmc/articles/PMC4803090/ /pubmed/27290738 http://dx.doi.org/10.1187/cbe.15-07-0144 Text en © 2016 C. Randler et al. CBE—Life Sciences Education © 2016 The American Society for Cell Biology. This article is distributed by The American Society for Cell Biology under license from the author(s). It is available to the public under an Attribution–Noncommercial–Share Alike 3.0 Unported Creative Commons License (http://creativecommons.org/licenses/by-nc-sa/3.0). “ASCB®”and “The American Society for Cell Biology®” are registered trademarks of The American Society for Cell Biology.
spellingShingle Article
Randler, Christoph
Demirhan, Eda
Wüst-Ackermann, Peter
Desch, Inga H.
Influence of a Dissection Video Clip on Anxiety, Affect, and Self-Efficacy in Educational Dissection: A Treatment Study
title Influence of a Dissection Video Clip on Anxiety, Affect, and Self-Efficacy in Educational Dissection: A Treatment Study
title_full Influence of a Dissection Video Clip on Anxiety, Affect, and Self-Efficacy in Educational Dissection: A Treatment Study
title_fullStr Influence of a Dissection Video Clip on Anxiety, Affect, and Self-Efficacy in Educational Dissection: A Treatment Study
title_full_unstemmed Influence of a Dissection Video Clip on Anxiety, Affect, and Self-Efficacy in Educational Dissection: A Treatment Study
title_short Influence of a Dissection Video Clip on Anxiety, Affect, and Self-Efficacy in Educational Dissection: A Treatment Study
title_sort influence of a dissection video clip on anxiety, affect, and self-efficacy in educational dissection: a treatment study
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4803090/
https://www.ncbi.nlm.nih.gov/pubmed/27290738
http://dx.doi.org/10.1187/cbe.15-07-0144
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