PERC 2018 Abstract Detail Page
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| Abstract Title: | The Impact of Engaged Instructional Techniques on Students' Mindsets |
|---|---|
| Abstract: | Students' mindsets influence their willingness to persist in the face of difficulty (Dweck, 2015). This study investigated how using engaging instructional techniques affects students' mindsets in a two-semester, algebra-based, introductory sequence. In the first semester, students were enrolled in a traditional, lecture-based classroom (n=57), or an engaged classroom (e.g., using collaborative learning; n=83). In the second semester, all students were enrolled in an engaged classroom. A survey including 6 mindset items (Levy & Dweck, 1997) was administered at the beginning and end of the second semester. Students whose first-semester classroom was engaged reported lower fixed mindset compared with students whose first semester was traditional. Also, all students demonstrated a drop in fixed mindset in the second-semester engaged classroom from beginning to end. These results suggest that courses incorporating engaging instructional techniques promote a view of intelligence that is more malleable, which may help students persist through difficult concepts in physics. |
| Abstract Type: | Contributed Poster Presentation |
| Session Time: | Poster Session I |
| Poster Number: | A76 |
Author/Organizer Information | |
| Primary Contact: |
Manooch Saeedi University of Louisville |
| Co-Author(s) and Co-Presenter(s) |
Lacee Pyles, University of Louisville; Marci S. DeCaro, University of Louisville; Raymond J. Chastain, University of Louisville |
