Roles of Emotions Induced by Immediate Feedback in a Physics Problem-Solving Activity

Autor/inn/en	Lee, Sungeun; Choi, Young-il; Kim, Sung-Won
Titel	Roles of Emotions Induced by Immediate Feedback in a Physics Problem-Solving Activity
Quelle	In: International Journal of Science Education, 43 (2021) 10, S.1525-1553 (29 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2021.1922778
Schlagwörter	Emotional Response; Feedback (Response); Error Correction; Physics; Science Instruction; Problem Solving; Self Efficacy; Positive Attitudes; Negative Attitudes; High School Students; Males; Adolescents; Private Schools; Difficulty Level; Correlation; Foreign Countries; South Korea (Seoul) + Suchen Sie Ihr Suchwort? Emotionales Verhalten; Korrektur; Physik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Problemlösen; Self-efficacy; Selbstwirksamkeit; Negative Fixierung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Male; Männliches Geschlecht; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Private school; Privatschule; Schwierigkeitsgrad; Korrelation; Ausland
Abstract	The purpose of this study is to find a way to improve students' performance to solve physics problems by inducing changes in emotion via immediate feedback. To this end, in 2016, we conducted an experiment, doing an interview and survey consecutively. The participants were five second-year male students attending a private high school in Seoul, Korea. The students solved three problems from a lesson on 'Force and Motion.' They were asked to express their emotions, both in words and using emoji stickers on their response sheets, so that we could investigate their emotions while they were solving physics problems. Almost all students were sensitive to emotions when attempting to solve difficult problems. To investigate the relationship between feedback, emotion, and confidence, immediate feedback was given after the students solved a problem. We found that the students' emotions were influenced by immediate feedback after solving physics problems. When given immediate feedback suggesting the correct answers, their negative emotions disappeared, and their confidence in their performance to solve problems increased. In this experiment, the students' emotions were controlled by immediate feedback. Therefore, this work suggests that students' performance can be improved by instilling confidence via emotional support. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01