PERC 2024 Abstract Detail Page
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| Abstract Title: | The adaptation mindset: student evaluations of fairness in a conceptual mastery system |
|---|---|
| Abstract Type: | Contributed Poster Presentation |
| Abstract: | When introducing active learning approaches in STEM classrooms, student buy-in is an important factor. Fears of lack of student buy-in may prevent instructors from implementing research-based instructional strategies altogether, and, for students, buy-in may have emotional and metacognitive benefits. Therefore, research is needed to understand why students do or do not buy in to new course structures or approaches. We contribute to this literature by examining how students use judgments about the fairness of course systems to inform their level of buy-in. Additionally, we describe a common framework students use to make their fairness evaluations, which we have called the adaptation mindset. Utilizing interview data from engineering undergraduates in a conceptual mastery-focused thermodynamics class, we argue that students engage in evaluations of fairness of new course approaches and that many base these evaluations on if they believe they can adapt to the new system. |
| Session Time: | Poster Session 1 |
| Poster Number: | A25 |
Author/Organizer Information | |
| Primary Contact: |
Ryen Burris University of Maryland Physics Education Research Group Rockville, MD 20852 Phone: 6057899836 |
| Co-Author(s) and Co-Presenter(s) |
Andrew Elby (he/him), University of Maryland Physics Education Research Group |
