Making sense of confusion : Relating performance, confidence, and self-efficacy to expressions of confusion in an introductory physics class
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Institucional da UFRGS |
Texto Completo: | http://hdl.handle.net/10183/115512 |
Resumo: | 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; Nfall = 106, Nspring = 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 selfefficacy, but weakly positively related to final grade when controlling for these factors (β = 0.23, p = 0.03). |
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Dowd, Jason E.Araujo, Ives SolanoMazur, Eric2015-04-23T01:58:59Z20151554-9178http://hdl.handle.net/10183/115512000964076Although 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; Nfall = 106, Nspring = 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 selfefficacy, but weakly positively related to final grade when controlling for these factors (β = 0.23, p = 0.03).application/pdfengPhysical review special topics. Physics education research. New York. Vol. 11, no. 1 (Mar. 2015), 010107, 10 p.Ensino de físicaMétodos de ensinoPesquisa em educaçãoMaking sense of confusion : Relating performance, confidence, and self-efficacy to expressions of confusion in an introductory physics classEstrangeiroinfo:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFRGSinstname:Universidade Federal do Rio Grande do Sul (UFRGS)instacron:UFRGSORIGINAL000964076.pdf000964076.pdfTexto completo (inglês)application/pdf217877http://www.lume.ufrgs.br/bitstream/10183/115512/1/000964076.pdf818bd58850129ad9b69804d2f6fbeb75MD51TEXT000964076.pdf.txt000964076.pdf.txtExtracted Texttext/plain52749http://www.lume.ufrgs.br/bitstream/10183/115512/2/000964076.pdf.txt4f98829d104f083765d893190ef8de2aMD52THUMBNAIL000964076.pdf.jpg000964076.pdf.jpgGenerated Thumbnailimage/jpeg1811http://www.lume.ufrgs.br/bitstream/10183/115512/3/000964076.pdf.jpg5f0f95362f3babcbf603d057f3ec771bMD5310183/1155122023-08-05 03:39:31.351691oai:www.lume.ufrgs.br:10183/115512Repositório de PublicaçõesPUBhttps://lume.ufrgs.br/oai/requestopendoar:2023-08-05T06:39:31Repositório Institucional da UFRGS - Universidade Federal do Rio Grande do Sul (UFRGS)false |
dc.title.pt_BR.fl_str_mv |
Making sense of confusion : Relating performance, confidence, and self-efficacy to expressions of confusion in an introductory physics class |
title |
Making sense of confusion : Relating performance, confidence, and self-efficacy to expressions of confusion in an introductory physics class |
spellingShingle |
Making sense of confusion : Relating performance, confidence, and self-efficacy to expressions of confusion in an introductory physics class Dowd, Jason E. Ensino de física Métodos de ensino Pesquisa em educação |
title_short |
Making sense of confusion : Relating performance, confidence, and self-efficacy to expressions of confusion in an introductory physics class |
title_full |
Making sense of confusion : Relating performance, confidence, and self-efficacy to expressions of confusion in an introductory physics class |
title_fullStr |
Making sense of confusion : Relating performance, confidence, and self-efficacy to expressions of confusion in an introductory physics class |
title_full_unstemmed |
Making sense of confusion : Relating performance, confidence, and self-efficacy to expressions of confusion in an introductory physics class |
title_sort |
Making sense of confusion : Relating performance, confidence, and self-efficacy to expressions of confusion in an introductory physics class |
author |
Dowd, Jason E. |
author_facet |
Dowd, Jason E. Araujo, Ives Solano Mazur, Eric |
author_role |
author |
author2 |
Araujo, Ives Solano Mazur, Eric |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Dowd, Jason E. Araujo, Ives Solano Mazur, Eric |
dc.subject.por.fl_str_mv |
Ensino de física Métodos de ensino Pesquisa em educação |
topic |
Ensino de física Métodos de ensino Pesquisa em educação |
description |
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; Nfall = 106, Nspring = 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 selfefficacy, but weakly positively related to final grade when controlling for these factors (β = 0.23, p = 0.03). |
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2015 |
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2015-04-23T01:58:59Z |
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2015 |
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Estrangeiro info:eu-repo/semantics/article |
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Physical review special topics. Physics education research. New York. Vol. 11, no. 1 (Mar. 2015), 010107, 10 p. |
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openAccess |
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