PERC 2022 Abstract Detail Page
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| Abstract Title: | Using problem-posing tasks to assess physics students’ metacognition and self-efficacy |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | This paper presents the results of a pilot study in which students were classified by their metacognition and self-efficacy in a physics context. Students from an algebra-based physics course participated in multiple one- on-one interviews and completed an online survey in order to evaluate them on both of these characteristics. During the interviews, problem-posing tasks were administered to students; in these tasks, students were asked to write textbook-like problems that used specific physics concepts and constraints. Problem-posing tasks were chosen for this study because they are more challenging and less familiar to students, requiring them to employ metacognition and possess high self-efficacy to succeed. From students' responses, a model, which can serve as a guide for instructors, was developed. The model consists of two axes, metacognition and self-efficacy, which form a two-dimensional space that is divided into four quadrants. Student participants were identified to be in one of four the four quadrants: self-assured (high metacognition, high self-efficacy), self-critical (high metacognition, low self-efficacy), self-limited (low metacognition, low self-efficacy) and self-illusioning (low metacognition, high self-efficacy). This paper will discuss the characteristics of each of these categories as well as some implications for students and instructors. |
| Session Time: | Poster Session 3 |
| Poster Number: | III-47 |
Author/Organizer Information | |
| Primary Contact: |
Jeffrey A. Phillips Loyola Marymount University Los Angeles, CA 90045 Phone: 310-338-7811 |
| Co-Author(s) and Co-Presenter(s) |
Alexander R. Moore (he/ him), Loyola Marymount University |
