Making Sense of Confusion: Relating Performance, Confidence, and Self-Efficacy to Expressions of Confusion in an Introductory Physics Class

Autor/inn/en	Dowd, Jason E.; Araujo, Ives; Mazur, Eric
Titel	Making Sense of Confusion: Relating Performance, Confidence, and Self-Efficacy to Expressions of Confusion in an Introductory Physics Class
Quelle	In: Physical Review Special Topics - Physics Education Research, 11 (2015) 1, S.010107-1 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1554-9178
DOI	10.1103/PhysRevSTPER.11.010107
Schlagwörter	Science Instruction; Introductory Courses; Physics; Teaching Methods; Reading Assignments; Self Evaluation (Individuals); Comprehension; Correlation; Thinking Skills; Self Efficacy; Metacognition; College Students; Science Achievement; Factor Analysis; Student Surveys; Likert Scales; Multiple Regression Analysis; Massachusetts + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Einführungskurs; Physik; Teaching method; Lehrmethode; Unterrichtsmethode; Verstehen; Verständnis; Korrelation; Denkfähigkeit; Self-efficacy; Selbstwirksamkeit; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Collegestudent; Faktorenanalyse; Schülerbefragung; Likert-Skala; Master-Studiengang
Abstract	Although confusion is generally perceived to be negative, educators dating as far back as Socrates, who asked students to question assumptions and wrestle with ideas, have challenged this notion. Can confusion be productive? How should instructors interpret student expressions of confusion? During two semesters of introductory physics that involved Just-in-Time Teaching (JiTT) and research-based reading materials, we evaluated performance on reading assignments while simultaneously measuring students' self-assessment of their confusion over the preclass reading material (N = 137; N[subscript fall] = 106, N[subscript spring] = 88). We examined the relationship between confusion and correctness, confidence in reasoning, and (in the spring) precourse self-efficacy. We find that student expressions of confusion before coming to class are negatively related to correctness on preclass content-related questions, confidence in reasoning on those questions, and self-efficacy, but weakly positively related to final grade when controlling for these factors (ß = 0.23, p = 0.03). (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01