Characterizing illusions of competence in introductory chemistry students

Pazicni, Samuel; Bauer, Christopher F.

doi:10.1039/c3rp00106g

Cited by 68 publications

(80 citation statements)

References 40 publications

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“…Such findings are mostly consistent with the existing body of literature (e.g. Kruger & Dunning, 1999;Pazicni & Bauer, 2014), though some studies showed a slightly lower discrepancy between the predicted and the actual percentile in the top quartile. In our opinion, our findings can be attributed to the combination of the false consensus effect (i.e.…”

Section: Discussionsupporting

confidence: 82%

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Ali znam toliko, kot mislim, da znam? Dunning-Krugerjev učinek, poznavanje neobstoječih konceptov in iluzija znanja

Plohl¹,

Musil²

2018

psio

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Realistic perception of our own knowledge is important in various areas of everyday life, yet previous studies reveal that our self-perception is full of shortcomings. The present study focused on general overestimation of knowledge and differences between experts and the less-skilled (The Dunning-Kruger effect), self-perceived knowledge of non-existing concepts (overclaiming), and the illusion of knowledge. These phenomena were tested with an instrument which measured the actual knowledge of different domains (grammar, literature, and nanotechnology), as well as self-assessed knowledge. Results showed that, on average, participants overestimated their absolute performance, but not their performance relative to others. Furthermore, the bottom quartile overestimated their absolute and their relative performance most, while the top quartile perceived their absolute performance most accurately and substantially underestimated their relative performance. Results related to overclaiming showed that 56% of respondents claimed knowledge of at least one non-existent book and that the extent of overclaiming was substantially correlated with self-perceived expertise. Lastly, results showed that an increased quantity of information about nanotechnology led to a false certainty in answering questions from this area. Povzetek: Realistično zaznavanje lastnega znanja je pomembno na različnih področjih vsakdanjega življenja, a pretekle raziskave razkrivajo, da je naša samozaznava v resnici polna pomanjkljivosti. Pričujoča študija se je osredotočila na splošno precenjevanje znanja in razlike med eksperti ter slabšimi reševalci (Dunning-Krugerjev učinek), na poznavanje neobstoječih konceptov in na iluzijo znanja. Omenjene pojave smo preverjali z instrumentom, ki je vseboval elemente objektivnega ocenjevanja znanja in samoocene znanja na različnih področjih -slovnica, književnost in nanotehnologija. Rezultati so pokazali, da so udeleženci v povprečju precenjevali svoj absolutni dosežek, ne pa tudi svojega položaja v vzorcu. Nadalje so tisti iz spodnjega kvartila najbolj precenjevali svoj absolutni in relativni dosežek, medtem ko so tisti iz zgornjega kvartila svoj absolutni dosežek ocenjevali najtočneje, ob tem pa znatno podcenjevali svoj relativni dosežek. Rezultati, vezani na poznavanje neobstoječih konceptov, so pokazali, da je 56 % udeležencev zatrdilo poznavanje vsaj enega neobstoječega literarnega dela, pri tem pa se je z ravnjo poznavanja neobstoječih konceptov zmerno povezovala samozaznana kompetentnost. Nazadnje so rezultati pokazali tudi to, da je povečana kvantiteta informacij o nanotehnologiji vodila do občutka lažne gotovosti pri odgovarjanju na vprašanja iz tega področja. KeywordsKljučne besede: precenjevanje znanja, Dunning-Krugerjev učinek, poznavanje neobstoječih konceptov, iluzija znanja

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Section: Discussionsupporting

confidence: 82%

“…It has since been replicated in the field of grammar (e.g. Pavel, Robertson, & Harrison, 2012) and found in other domains, such as chemistry (Bell & Volckmann, 2011;Pazicni & Bauer, 2014), information literacy (Gross & Latham, 2012), and emotional intelligence (Sheldon, Dunning, & Ames, 2014). Based on previous paragraphs, we predict the following:…”

mentioning

confidence: 99%

Ali znam toliko, kot mislim, da znam? Dunning-Krugerjev učinek, poznavanje neobstoječih konceptov in iluzija znanja

Plohl¹,

Musil²

2018

psio

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“…This sorting is necessary for tabulating the same participants' self-assessments and performance measures as thirds (Bell and Volckmann 2011) or quartiles (Kruger and Dunning 1999;Kennedy et al 2002;Ehrlinger et al 2008;Pazicni and Bauer, 2013). The computational algorithm we used to construct our Kruger-Dunning graphs is as follows:…”

Section: Kruger-dunning Graphical Conventionmentioning

confidence: 99%

Random Number Simulations Reveal How Random Noise Affects the Measurements and Graphical Portrayals of Self-Assessed Competency

Nuhfer¹,

Cogan²,

Fleischer³

et al. 2016

Numeracy

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“…As predicted, the students in the bottom quartile overestimated their ability while students in the top quartile tended to underestimate their ability. 3 This trend has been demonstrated more recently among introductory chemistry students, with results indicating that poor prediction ability remains generally stable from one test to the next. 4 In 2000, it was noted that "if the goal of enhanced student understanding of chemistry is to be achieved, chemistry instructors will need to include instruction on the use of relevant thinking strategies in their courses.…”

Section: Introductionmentioning

confidence: 91%

How we have used Item Response Theory and Classroom Management to improve student success rates in large General Chemistry classes

Casselman¹,

Ohlsen²,

Atwood³

2017

Quim. Nova

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Since 2012 we have tracked general chemistry student success rates at the University of Utah. In efforts to improve those rates we have implemented math prerequisites, changed our discussion session format, installed some metacognitive exercises aimed at the lowest quartile of students and instituted a flipped classroom model. Furthermore, using Item Response Theory we have identified what topics each individual student struggles with on practice tests. These steps have increased our success rates to ~76%. As well, student performance on nationally normed American Chemical Society final exams has improved to a median of 86 percentile. Our lowest quartile of students in spring 2016 scored at the 51 st percentile, above the national median.

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Characterizing illusions of competence in introductory chemistry students

Cited by 68 publications

References 40 publications

Ali znam toliko, kot mislim, da znam? Dunning-Krugerjev učinek, poznavanje neobstoječih konceptov in iluzija znanja

Ali znam toliko, kot mislim, da znam? Dunning-Krugerjev učinek, poznavanje neobstoječih konceptov in iluzija znanja

Random Number Simulations Reveal How Random Noise Affects the Measurements and Graphical Portrayals of Self-Assessed Competency

How we have used Item Response Theory and Classroom Management to improve student success rates in large General Chemistry classes

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