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Self Efficacy as a Learning Tool in General Education Introductory Geology

Self Efficacy as a Learning Tool in General Education Introductory Geology. A large historical geology class (134 students) An active learning exercise Preliminary results. Giuseppina A. Kysar Mattietti Center for Teaching Excellence - College of Science gkysar@gmu.edu Erin E. Peters

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Self Efficacy as a Learning Tool in General Education Introductory Geology

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  1. Self Efficacy as a Learning Tool in General Education Introductory Geology A large historical geology class (134 students) An active learning exercise Preliminary results Giuseppina A. Kysar Mattietti Center for Teaching Excellence - College of Science gkysar@gmu.edu Erin E. Peters College of Education and Human Development Epeters1@gmu.edu

  2. Rationale • Two goals: • to provide students with an active and reflective approach to learning / exam preparation • to give the instructor a view of the cognitive level achieved by the class as a whole and of misconceptions developing on the topics of the exercise.

  3. The Reflective approach: Self-efficacy • People’s belief about their ability to be successful in their display of knowledge or skills (Bandura, 1994) • Self-efficacy is always domain related • It doesn’t necessarily align with reality • It drives future behavior in the disciplines • Increases motivation to learn • Motivates to further studies in the discipline • It promotes taking challenges doing research

  4. The mini-self assessment exercise Super-Short Written Answers to these questions: • Which layers are the same? • Why do you say so? • What do the fossils in these rocks indicate about the geologic time when these rocks formed? • What is the correct sequence of rock layer from oldest to youngest? • Mark the Unconformity with an arrow • Why did you place the arrow there? • What does the unconformity indicate about the geologic history represented by these two stratigraphic columns? • Can these rocks give you information on the absolute age of their formation? • Why yes or why not? Confidence level: 3 = absolutely sure 2 = I think so 1 = I am guessing

  5. Research Questions • How proficient are undergraduate students in applying their understanding of correlation and geologic time? • How confident are undergraduate students in applying their understanding of correlation and geologic time? • Are there any patterns linking levels of cognition and confidence levels?

  6. Means * Significant differences between means

  7. Comparison of Differences of Means * Significant differences between means

  8. Confidence and Performance • Higher confidence in divergent answers regardless of knowledge • Satisfied as long as they had one portion of the answer • Low confidence in convergent answers regardless of knowledge • Translating knowledge into conventional science symbols-language is more challenging.

  9. Implications for teaching and learning • More practice in elaborating and synthesizing knowledge for deep learning • Need to engage large lecture classes in active learning • Identify and treat misconceptions • Show that science is more than “One-answer” • Build more self-reflection practice • Know when the large class is ready to push forward or slow the pace

  10. Thank you! We welcome your questions and comments: gkysar@gmu.edu, epeters1@gmu.edu

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