Understanding mindset and feedback during classroom problem solving: a case study with instructional guide documents and high school engineering teachers

Abstract

This study explored how instructional guide documents and high school engineering teachers understand the concept of mindset and the instructional practice of feedback as students engage in classroom problem-solving activities. From data analysis, several important conclusions were made. High school engineering teachers create a classroom climate wherein students believe in their ability to grow in learning through positive teacher-student interactions such as respectful relationships, holding high expectations for student achievement and creating an inclusive environment. Teachers may need guidance in creating a classroom where student persistence is supported, however. Through data analysis, conclusions around feedback were made. Teachers provide feedback through questioning students, making suggestions and explanations, re-directing misconceptions, and encouraging student work that is effective in solution-finding. Student motivation was confirmed to be an important aspect of engaging in engineering problems and teachers were found to motivate students by selecting problems that pique student curiosity through relevance or novelty.