Role of beliefs and emotions in numerical problem solving in university physics education

Bodin, Madelen; Winberg, Mikael

doi:10.1103/physrevstper.8.010108

Cited by 24 publications

(27 citation statements)

References 41 publications

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“…Research indicates that students' epistemological beliefs influence cognition as well as motivation to learn (Bodin & Winberg, 2012;Bråten & Strömsö, 2006;DeBacker & Crowson, 2006; T. M. Winberg & Berg, 2007), which in turn are related to affective experiences during learning (Harackiewicz, Barron, Tauer, & Elliot, 2002;Pekrun, et al, 2006). Although there are different views on how epistemological beliefs should be construed, descriptions normally comprise a continuum from dualistic to relativistic beliefs.…”

Section: Influence Of Personal Variables On Emotionsmentioning

confidence: 99%

Stimulating positive emotional experiences in mathematics learning: influence of situational and personal factors

2014

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PostprintThis is the accepted version of a paper published in European Journal of Psychology of Education. This paper has been peer-reviewed but does not include the final publisher proof-corrections or journal pagination. The study aims to assess the relative importance of a large number of variables for predicting students' positive activating emotions during mathematics learning. Participants were 668 firstyear upper secondary school students from 33 schools of different sizes and locations. Two questionnaires were distributed, one assessing students' perceptions and beliefs about their learning situation in mathematics in general, and the other assessing the characteristics of a particular mathematics lesson and the students' emotional experiences during this lesson. Singleconstruct and multivariate models for predicting students' emotions were computed. The results show that the multivariate models were the most efficient, predicting as much as 59% of the variance in students' emotional experiences. The two most important constructs were students' type of motivation and perceived degree of learning, which together predicted 48% of the students' emotions. Single-construct models predicted, at most, 36%. The relative and absolute predictive ability of different motivational constructs are reported. The relationships between constructs and their implications for teaching are discussed.

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Section: Influence Of Personal Variables On Emotionsmentioning

confidence: 99%

Stimulating positive emotional experiences in mathematics learning: influence of situational and personal factors

2014

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“…In physics education research (PER), numerous papers explore relations between epistemological stances and conceptual reasoning and learning but leave out emotions [29][30][31][32][33][34][35][36]. However, as we review next, researchers are starting to build these connections between conceptions, epistemologies, and emotions.…”

Section: Introductionmentioning

confidence: 99%

Exploring the entanglement of personal epistemologies and emotions in students’ thinking

Gupta

Elby

Danielak

2018

Phys. Rev. Phys. Educ. Res.

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Evidence from psychology, cognitive science, and neuroscience suggests that cognition and emotions are coupled. Education researchers have also documented correlations between emotions (such as joy, anxiety, fear, curiosity, boredom) and academic performance. Nonetheless, most research on students' reasoning and conceptual change within the learning sciences and physics and science education research has not attended to the role of learners' emotions in describing or modeling the fine timescale dynamics of their conceptual reasoning. The few studies that integrate emotions into models of learners' cognition have mostly done so at a coarse grain size. In this study, toward the long-term goal of incorporating emotions into models of in-themoment cognitive dynamics, we present a case study of Judy, an undergraduate electrical engineering and physics major. We show that shifts in the intensity of a fine-grained aspect of Judy's emotions, her annoyance at conceptual homework problems, co-occur with shifts in her epistemological stance toward differentiating knowledge about and the practical utility of real circuits and idealized circuit models. We then argue for the plausibility of a cognitive model in which Judy's emotions and epistemological stances mutually affect each other. We end with discussions on how models of learners' cognition that incorporate their emotions are generative for instructional purposes and research on learning.

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“…Studier har genomförts bland annat vid University of Edinburgh (Slaughter et al, 2011), i Sverige (Bodin & Winberg, 2012) och vid NTNU i Norge (Persson, 2016).…”

Section: Introduktionunclassified

”A tale of two cities”

Persson

2017

Uniped

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Studenters attityder till och föreställningar om ämnet och lärande i ämnet kan påverkas av och påverka studieteknik och studieresultat, i tillägg kan studiets uppbyggnad, inlärnings-resurser och värderingssystem också påverka attityderna. En studie om förändringar i attityder gentemot fysik under första studieåret av civilingenjörsutbildningarna vid Norges Tekniske og Naturvitenskaplige Universitet (NTNU) och Chalmers Tekniska Högskola (CTH) samt Bachelor-utbildningen i Fysik vid NTNU har genomförts med Colorado Learning Attitudes about Science Survey (CLASS) och resultaten visar på en skillnad mellan universiteten och en könsrelaterad skillnad. Vid NTNU finns en signifikant minskning av expertliknande attityder, speciellt för kvinnor, något som inte observerats vid CTH eller i Bachelor-utbildningen vid NTNU. Resultaten indikerar ett underliggande problem vid civilingenjörs-utbildningen vid NTNU, som påverkar kvinnliga studenter mer än manliga.Nyckelord attityder, föreställningar, expertis, genus, fysik ABSTRACT Students' attitudes and beliefs about the subject and learning can affect and be affected by students' study skills and academic performance, in addition to the effect of learning resources and evaluation. A study of the changes in attitudes towards physics during the first year of the Master of Engineering program in Physics programs at the Norwegian University of Science and Technology (NTNU) and the Chalmers University of Technology (CTH) and the Bachelor program in Physics at NTNU have been conducted using the Colorado Learning Attitudes about Science Survey (CLASS). The results indicate a difference between the universities and a gender-related difference. At NTNU, a significant decrease in the expert-like attitudes have been observed, particularly for women, which is not

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Role of beliefs and emotions in numerical problem solving in university physics education

Cited by 24 publications

References 41 publications

Stimulating positive emotional experiences in mathematics learning: influence of situational and personal factors

Stimulating positive emotional experiences in mathematics learning: influence of situational and personal factors

Exploring the entanglement of personal epistemologies and emotions in students’ thinking

”A tale of two cities”

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