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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
and Co-Presenter(s)
Thanh LĂȘ (she/her), Western Washington University
Carolina Alvarado (she/her), California State University - Chico
Andrew Boudreaux (he/him), Western Washington University