Effects of instruction on students’ overconfidence in introductory quantum mechanics

Students’ ability to assess their own knowledge is an important skill in science education. However, students often overestimate their actual performances. In such cases, overconfidence bias arises. Previous studies in physics education have shown that overconfidence bias concerns mainly content are...

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Autores principales:	Italo Testa, Arturo Colantonio, Silvia Galano, Irene Marzoli, Fabio Trani, Umberto Scotti di Uccio
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2020
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/c5c54e0a7e1d423aabc39a10929a9d9c
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spelling	oai:doaj.org-article:c5c54e0a7e1d423aabc39a10929a9d9c2021-12-02T13:04:29ZEffects of instruction on students’ overconfidence in introductory quantum mechanics10.1103/PhysRevPhysEducRes.16.0101432469-9896https://doaj.org/article/c5c54e0a7e1d423aabc39a10929a9d9c2020-06-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.16.010143http://doi.org/10.1103/PhysRevPhysEducRes.16.010143https://doaj.org/toc/2469-9896Students’ ability to assess their own knowledge is an important skill in science education. However, students often overestimate their actual performances. In such cases, overconfidence bias arises. Previous studies in physics education have shown that overconfidence bias concerns mainly content areas, such as Newtonian mechanics, where misconceptions are strongly held by students. However, how the received instruction and the levels of understanding of a given topic influence overconfidence bias is yet to be proved. In this paper, we address this issue choosing as content area introductory quantum mechanics (QM). Overall, 408 high school students were involved in the study and randomly assigned to two experimental groups. One group received a textbook-based instruction about introductory QM, whereas the other one received instruction on the same topics through an innovative guided inquiry teaching-learning sequence (TLS), which included also potential pedagogical countermeasures for overconfidence bias. Students of both experimental groups completed a multiple-choice questionnaire and indicated for each item the degree of their confidence in the given answer using a 5-point Likert scale. The overconfidence bias was quantitatively defined and evaluated at person level using a 1D Rasch model. Progress in knowledge about the targeted topics was modeled according to a construct map validated in a previous paper. Results show that, for the whole sample, the overconfidence bias decreased as students progressed along the levels of the construct map. However, findings indicate that students of the TLS group achieved a significantly higher accuracy and a better confidence calibration, while the textbook group exhibited a lower performance and a significantly greater overconfidence bias. Implications for research into overconfidence bias in physics education are briefly discussed.Italo TestaArturo ColantonioSilvia GalanoIrene MarzoliFabio TraniUmberto Scotti di UccioAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 16, Iss 1, p 010143 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Physics QC1-999
spellingShingle	Special aspects of education LC8-6691 Physics QC1-999 Italo Testa Arturo Colantonio Silvia Galano Irene Marzoli Fabio Trani Umberto Scotti di Uccio Effects of instruction on students’ overconfidence in introductory quantum mechanics
description	Students’ ability to assess their own knowledge is an important skill in science education. However, students often overestimate their actual performances. In such cases, overconfidence bias arises. Previous studies in physics education have shown that overconfidence bias concerns mainly content areas, such as Newtonian mechanics, where misconceptions are strongly held by students. However, how the received instruction and the levels of understanding of a given topic influence overconfidence bias is yet to be proved. In this paper, we address this issue choosing as content area introductory quantum mechanics (QM). Overall, 408 high school students were involved in the study and randomly assigned to two experimental groups. One group received a textbook-based instruction about introductory QM, whereas the other one received instruction on the same topics through an innovative guided inquiry teaching-learning sequence (TLS), which included also potential pedagogical countermeasures for overconfidence bias. Students of both experimental groups completed a multiple-choice questionnaire and indicated for each item the degree of their confidence in the given answer using a 5-point Likert scale. The overconfidence bias was quantitatively defined and evaluated at person level using a 1D Rasch model. Progress in knowledge about the targeted topics was modeled according to a construct map validated in a previous paper. Results show that, for the whole sample, the overconfidence bias decreased as students progressed along the levels of the construct map. However, findings indicate that students of the TLS group achieved a significantly higher accuracy and a better confidence calibration, while the textbook group exhibited a lower performance and a significantly greater overconfidence bias. Implications for research into overconfidence bias in physics education are briefly discussed.
format	article
author	Italo Testa Arturo Colantonio Silvia Galano Irene Marzoli Fabio Trani Umberto Scotti di Uccio
author_facet	Italo Testa Arturo Colantonio Silvia Galano Irene Marzoli Fabio Trani Umberto Scotti di Uccio
author_sort	Italo Testa
title	Effects of instruction on students’ overconfidence in introductory quantum mechanics
title_short	Effects of instruction on students’ overconfidence in introductory quantum mechanics
title_full	Effects of instruction on students’ overconfidence in introductory quantum mechanics
title_fullStr	Effects of instruction on students’ overconfidence in introductory quantum mechanics
title_full_unstemmed	Effects of instruction on students’ overconfidence in introductory quantum mechanics
title_sort	effects of instruction on students’ overconfidence in introductory quantum mechanics
publisher	American Physical Society
publishDate	2020
url	https://doaj.org/article/c5c54e0a7e1d423aabc39a10929a9d9c
work_keys_str_mv	AT italotesta effectsofinstructiononstudentsoverconfidenceinintroductoryquantummechanics AT arturocolantonio effectsofinstructiononstudentsoverconfidenceinintroductoryquantummechanics AT silviagalano effectsofinstructiononstudentsoverconfidenceinintroductoryquantummechanics AT irenemarzoli effectsofinstructiononstudentsoverconfidenceinintroductoryquantummechanics AT fabiotrani effectsofinstructiononstudentsoverconfidenceinintroductoryquantummechanics AT umbertoscottidiuccio effectsofinstructiononstudentsoverconfidenceinintroductoryquantummechanics
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Effects of instruction on students’ overconfidence in introductory quantum mechanics

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