Impact of a teaching-learning sequence on surface phenomena in liquids on growth mindset development of high school students

Abstract

This paper explores aspects of a broader study focused on the planning and pilot implementation of two teaching-learning sequences (TLSs) for high school students, centered on surface phenomena in liquids. These TLSs are inspired by inquiry-based and investigative learning approaches. Understanding surface phenomena is crucial not only in physics but also in various scientific and technical fields. We chose this topic because traditional teaching methods often fail to engage students effectively and overlook the importance of their learning processes and beliefs, which limits opportunities for developing a growth mindset. After outlining results of a qualitative (thematic) analysis of interviews aimed at examining the impact of the didactic paths on students’ growth mindset development, we present key findings of this analysis. The results suggest that student-centered TLSs can foster key aspects of growth mindset, such as increased confidence, greater willingness to tackle challenges, and enhanced engagement even when a full mindset shift does not occur.