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ERIC Number: EJ1219389
Record Type: Journal
Publication Date: 2019
Pages: 24
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0144-3410
EISSN: N/A
Using Contrasting Cases to Improve Self-Assessment in Physics Learning
Jax, Jared; Ahn, Janet N.; Lin-Siegler, Xiaodong
Educational Psychology, v39 n6 p815-838 2019
Self-assessment is essential to scientific literacy as stated by the National Research Council Committee on Conceptual Framework for the New K-12 Science Education Standards and has since been incorporated into the Next Generation Science Standards. However, little empirical evidence documents which instructional tools are beneficial in improving students' self-assessment in science learning. As such, we conducted a classroom-based quasi-experiment to test whether contrasting case-based instructional supports improved 390 introductory high school physics students' accuracy in self-assessment and academic performance when solving physics problems. We compared the effects of providing students with content knowledge and contrasting cases (contrasting good and poor solution) on students' physics problem solving and their ability to self-assess, with the effects of either presenting them with content knowledge and good solutions or teaching only content knowledge. We found contrasting examples improved the accuracy of students' self-assessments, promoted content learning, and enhanced the development of self-assessment strategies.
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Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: High Schools; Secondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A