PERC 2022 Abstract Detail Page
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| Abstract Title: | Socio-metacognitive experiences in a course for future teachers |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | Research-based instructional materials often use an elicit - confront - resolve strategy to guide students toward formal science concepts. Eliciting and confronting contradictions between formal and every-day physics concepts often causes confusion. Students can resolve their confusion through socio-metacognition, which involves planning, monitoring, and regulating each other's ideas and optimizing their collaboration. While confusion can lead to deeper learning and understanding, confusion can also lead to frustration and disengagement. The research investigates socio-metacognition by building mixed-methods, case-studies of students and groups using multiple data sources: self-reported emotional experiences during the activity, written reflections, classroom video, and interviews. We will overview the collective students' experiences of the course. Then, we will explore the lesson with the most mathematics content, where students had the highest confusion and stress, using a case study of a student's experience during class and their self-advocacy during and after class. |
| Session Time: | Poster Session 3 |
| Poster Number: | III-2 |
Author/Organizer Information | |
| Primary Contact: |
Jayson Nissen Nissen Education Research and Design Slidell, LA 70458 Phone: 406-581-1982 |
| Co-Author(s) and Co-Presenter(s) |
Thanh Lê (she/her), Western Washington University Carolina Alvarado (she/her), California State University - Chico Andrew Boudreaux (he/him), Western Washington University |
