Exploring the introductory physics classroom through the lens of intellectual humility: Handling what you do not know

The growing adoption of active learning techniques in physics courses requires that students productively engage in collaboration with their peers. Although studies in physics education research (PER) have addressed aspects of group work, the problem persists of how to engage students in collaborati...

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Autores principales:	Meagan Sundstrom, Fabiana Cardetti
Formato:	article
Lenguaje:	EN
Publicado:	American Physical Society 2021
Materias:	Special aspects of education LC8-6691 Physics QC1-999
Acceso en línea:	https://doaj.org/article/d780f75b0d6b495e80652923e6e03ef0
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spelling	oai:doaj.org-article:d780f75b0d6b495e80652923e6e03ef02021-11-12T15:48:32ZExploring the introductory physics classroom through the lens of intellectual humility: Handling what you do not know10.1103/PhysRevPhysEducRes.17.0201352469-9896https://doaj.org/article/d780f75b0d6b495e80652923e6e03ef02021-11-01T00:00:00Zhttp://doi.org/10.1103/PhysRevPhysEducRes.17.020135http://doi.org/10.1103/PhysRevPhysEducRes.17.020135https://doaj.org/toc/2469-9896The growing adoption of active learning techniques in physics courses requires that students productively engage in collaboration with their peers. Although studies in physics education research (PER) have addressed aspects of group work, the problem persists of how to engage students in collaborative work with appropriate self-awareness, adequate argumentation skills, openness to the views of others, and willingness to negotiate their ideas. In this article, we present intellectual humility (IH) as a new construct for PER to help advance our understanding and support of students’ collaboration with peers. We particularly focus on authentic group work engagement, where students must handle their intellectual shortcomings during discussions in order to make sense of physics and solve problems. The aim of our work is to formally introduce the construct of IH from a limitations-owning perspective and report on the results of a mixed-methods study investigating students’ learning experiences in introductory physics courses through an IH lens. The study provides quantitative evidence about how students gauge their own IH based on analysis of survey responses. We also provide an initial empirical foundation for facets of IH already present in the physics classroom from analysis of students’ reflections and researchers’ classroom observations. We find that students report high levels of love of learning, one characteristic of IH, however, our findings also point to students discomfort with intellectual limitations and inadequate handling of these shortcomings during group work. Our results suggest that students would benefit from learning spaces that welcome and encourage discussions around uncertainties, with minimal social risks that may be perceived as hindering their engagement.Meagan SundstromFabiana CardettiAmerican Physical SocietyarticleSpecial aspects of educationLC8-6691PhysicsQC1-999ENPhysical Review Physics Education Research, Vol 17, Iss 2, p 020135 (2021)
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 Meagan Sundstrom Fabiana Cardetti Exploring the introductory physics classroom through the lens of intellectual humility: Handling what you do not know
description	The growing adoption of active learning techniques in physics courses requires that students productively engage in collaboration with their peers. Although studies in physics education research (PER) have addressed aspects of group work, the problem persists of how to engage students in collaborative work with appropriate self-awareness, adequate argumentation skills, openness to the views of others, and willingness to negotiate their ideas. In this article, we present intellectual humility (IH) as a new construct for PER to help advance our understanding and support of students’ collaboration with peers. We particularly focus on authentic group work engagement, where students must handle their intellectual shortcomings during discussions in order to make sense of physics and solve problems. The aim of our work is to formally introduce the construct of IH from a limitations-owning perspective and report on the results of a mixed-methods study investigating students’ learning experiences in introductory physics courses through an IH lens. The study provides quantitative evidence about how students gauge their own IH based on analysis of survey responses. We also provide an initial empirical foundation for facets of IH already present in the physics classroom from analysis of students’ reflections and researchers’ classroom observations. We find that students report high levels of love of learning, one characteristic of IH, however, our findings also point to students discomfort with intellectual limitations and inadequate handling of these shortcomings during group work. Our results suggest that students would benefit from learning spaces that welcome and encourage discussions around uncertainties, with minimal social risks that may be perceived as hindering their engagement.
format	article
author	Meagan Sundstrom Fabiana Cardetti
author_facet	Meagan Sundstrom Fabiana Cardetti
author_sort	Meagan Sundstrom
title	Exploring the introductory physics classroom through the lens of intellectual humility: Handling what you do not know
title_short	Exploring the introductory physics classroom through the lens of intellectual humility: Handling what you do not know
title_full	Exploring the introductory physics classroom through the lens of intellectual humility: Handling what you do not know
title_fullStr	Exploring the introductory physics classroom through the lens of intellectual humility: Handling what you do not know
title_full_unstemmed	Exploring the introductory physics classroom through the lens of intellectual humility: Handling what you do not know
title_sort	exploring the introductory physics classroom through the lens of intellectual humility: handling what you do not know
publisher	American Physical Society
publishDate	2021
url	https://doaj.org/article/d780f75b0d6b495e80652923e6e03ef0
work_keys_str_mv	AT meagansundstrom exploringtheintroductoryphysicsclassroomthroughthelensofintellectualhumilityhandlingwhatyoudonotknow AT fabianacardetti exploringtheintroductoryphysicsclassroomthroughthelensofintellectualhumilityhandlingwhatyoudonotknow
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Exploring the introductory physics classroom through the lens of intellectual humility: Handling what you do not know

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