2026-09-21T16:00:27Z https://www.ideals.illinois.edu/oai-pmh

oai:www.ideals.illinois.edu:2142/122086 2024-03-02 col_2142_5131 col_2142_8859 com_2142_5130 com_2142_8858 com_2142_234

Kuo, Eric Stelzer, Tim Krist, Christina Holder, Gilbert 2023-12 application/pdf en text Submission published under a 24 month embargo labeled 'U of I Access', the embargo will last until 2025-12-01 The student, Muxin Zhang, accepted the attached license on 2023-07-21 at 15:00. The student, Muxin Zhang, submitted this Dissertation for approval on 2023-07-21 at 15:11. This Dissertation was approved for publication on 2023-07-28 at 09:27. DSpace SAF Submission Ingestion Package generated from Vireo submission #19779 on 2024-03-01 at 13:29:11 Beyond "flipping the classroom": Behavioral, cognitive, and socioemotional aspects of learning in college physics Zhang, Muxin 2023-07-28 Physics Education Research Active Learning Curriculum Problem-solving Group Work Student Emotions In this thesis, I present research projects aimed at understanding and improving components of the active learning curriculum in the context of introductory college physics courses. This thesis has three parts. First, to support students in mastering essential problem-solving skills, I conducted intervention studies to investigate the effects of online learning tools on student study behaviors and performance. My colleagues and I found that an in-situ implementation of the mastery-style homework was highly effective, but interventions designed to impact student metacognition and exam preparation behaviors had null results. Second, to explore ways of improving collaborative learning in discussion and lab sections, I collected video data of group work to characterize patterns of group interactions and analyze selected episodes for a focal group. My colleagues and I found that, moments when group members raised divergent ideas were rare, but these moments can lead to productive discussions of conceptual resources and development of coherent reasonings when students take up, refine, and extend each other’s ideas. Third, to investigate the relationship between student emotion and learning, I conducted a literature review and two case studies. These studies demonstrate that a complex range of emotions arise from multiple aspects of science learning, navigations of socio-emotional risks are consequential for group work, and individuals’ emotions are situated in microscopic classroom interactions as well as macroscopic institutional and cultural structures. An overarching argument of this thesis is that, to improve a college physics course, instructors need to attend to and support behavioral, cognitive, and socio-emotional aspects of physics learning. Text eng https://hdl.handle.net/2142/122086 Copyright 2023 Muxin Zhang Ph.D. Dissertation Physics University of Illinois at Urbana-Champaign Physics