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Changes in confidence, experience and knowledge

This case study analyzes the impact of collaborative learning in beginning chemistry and graduate research methods courses on student confidence, experience, and knowledge. Undergraduate students from various disciplines, mainly from the Literature and Engineering Schools, showed significant changes in their perceptions over time. Confidence levels were generally low, while knowledge levels were high, highlighting the importance of collaboration and inquiry. Differences were noted between student groups, emphasizing the need for tailored pedagogical approaches to enhance learning outcomes effectively.

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Changes in confidence, experience and knowledge

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  1. Changes in confidence, experience and knowledge What happens in a beginning collaborative chemistry course

  2. First Case Study • Beginning chemistry course using collaboration, inquiry and presentation • Undergrads from all schools but mainly from the Lit School and from the Engineering School • Looking at differences over time in perceptions of confidence, experience and knowledge

  3. Inquiry: Confidence Inquiry: Knowledge Inquiry: Experience Laboratory: Experience Laboratory: Knowledge Laboratory: Confidence Collaboration: Knowledge Collaboration: Confidence Collaboration: Experience Themes of:Lab, Inquiry, Collaboration • Confidence low • Knowledge high

  4. ENGIN LITARTS Inquiry: Confidence Inquiry: Knowledge Inquiry: Experience Laboratory: Experience Laboratory: Knowledge Laboratory: Confidence Collaboration: Knowledge Collaboration: Confidence Collaboration: Experience • Split by the two schools, • Engineering • Literature, science and the arts • Significant differences in all except collaboration

  5. End Middle Start Inquiry: Confidence Inquiry: Knowledge Inquiry: Experience Laboratory: Experience Laboratory: Knowledge Laboratory: Confidence Collaboration: Knowledge Collaboration: Confidence Collaboration: Experience • End of the course, different shape! • Experience gained relatively more than confidence and knowledge

  6. Second Case Study • Graduate research methods course using collaboration, skills, analysis and creation • Mostly doctoral students but some masters • Looking at differences over time in perceptions of knowledge, experience and confidence

  7. end middle start Skills: knowledge Skills: confidence Skills: experience Creation: knowledge Analysis: confidence Creation: confidence Analysis: knowledge Analysis: experience Creation: experience Collaboration: knowledge Collaboration: confidence Collaboration: experience Themes of:Analysis, Skills, Collaboration, Creation • Same shape • Something different about middle of the course collaboration

  8. end, f end, m middle, f middle, m start, f start, m Skills: knowledge Skills: confidence Skills: experience Creation: knowledge Creation: confidence Analysis: confidence Analysis: knowledge Creation: experience Analysis: experience Collaboration: knowledge Collaboration: confidence Collaboration: experience • Female-male • Difference due to females at middle of course working on collaboration females, middle of course

  9. Female-male • Difference due to females at middle of course working on collaboration 4.25 4 3.75 end middle 3.5 start 3.25 3 2.75 females, middle of course 2.5 2.25 Skills: f Skills: m Creation: f Analysis: f Creation: m Analysis: m Collaboration: f Collaboration: m

  10. Overall conclusions • Looking at changes in shape of profiles of confidence, experience and knowledge provides powerful insights. • Whether the profiles are parallel or change, it’s possible to find unique locations or shapes that can lead to finding a correcting problems

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