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

Giulia Termini; Onofrio Rosario Battaglia; Claudio Fazio

doi:10.29333/ejmste/16737

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Giulia Termini ¹ ^* , Onofrio Rosario Battaglia ¹ , Claudio Fazio ¹

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¹ Department of Physics and Chemistry Emilio Segrè, University of Palermo, Palermo, ITALY^* Corresponding Author

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.

Keywords

growth mindset
qualitative research
surface phenomena
teaching-learning sequence
thematic analysis

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, Volume 21, Issue 8, August 2025, Article No: em2687

https://doi.org/10.29333/ejmste/16737

Publication date: 08 Aug 2025

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How to cite this article

APA

Termini, G., Battaglia, O. R., & Fazio, C. (2025). Impact of a teaching-learning sequence on surface phenomena in liquids on growth mindset development of high school students. Eurasia Journal of Mathematics, Science and Technology Education, 21(8), em2687. https://doi.org/10.29333/ejmste/16737

Vancouver

Termini G, Battaglia OR, Fazio C. Impact of a teaching-learning sequence on surface phenomena in liquids on growth mindset development of high school students. EURASIA J Math Sci Tech Ed. 2025;21(8):em2687. https://doi.org/10.29333/ejmste/16737

AMA

Termini G, Battaglia OR, Fazio C. Impact of a teaching-learning sequence on surface phenomena in liquids on growth mindset development of high school students. EURASIA J Math Sci Tech Ed. 2025;21(8), em2687. https://doi.org/10.29333/ejmste/16737

Chicago

Termini, Giulia, Onofrio Rosario Battaglia, and Claudio Fazio. "Impact of a teaching-learning sequence on surface phenomena in liquids on growth mindset development of high school students". Eurasia Journal of Mathematics, Science and Technology Education 2025 21 no. 8 (2025): em2687. https://doi.org/10.29333/ejmste/16737

Harvard

Termini, G., Battaglia, O. R., and Fazio, C. (2025). Impact of a teaching-learning sequence on surface phenomena in liquids on growth mindset development of high school students. Eurasia Journal of Mathematics, Science and Technology Education, 21(8), em2687. https://doi.org/10.29333/ejmste/16737

MLA

Termini, Giulia et al. "Impact of a teaching-learning sequence on surface phenomena in liquids on growth mindset development of high school students". Eurasia Journal of Mathematics, Science and Technology Education, vol. 21, no. 8, 2025, em2687. https://doi.org/10.29333/ejmste/16737