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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