Explicit reflection in an introductory physics course

Michael L. Scott, Tim Stelzer, Gary Gladding

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

This paper will explore a classroom implementation in which explicit reflective activities supplemented the problems students worked during class. This intervention spanned a 14 week period and was evaluated based on the relative performance between a control and treatment group. Instruments used in this study to assess performance included the Force Concept Inventory (FCI), a physics problem categorization test, and four class exams. We will discuss fully our implementation of the reflective exercises along with results from the accompanying measures.

Original languageEnglish (US)
Title of host publication2007 Physics Education Research Conference, PERC
Pages188-191
Number of pages4
DOIs
StatePublished - Dec 1 2007
Event2007 Physics Education Research Conference: Cognitive Science and Physics Education Research, PERC - Greensboro, NC, United States
Duration: Aug 1 2007Aug 2 2007

Publication series

NameAIP Conference Proceedings
Volume951
ISSN (Print)0094-243X
ISSN (Electronic)1551-7616

Other

Other2007 Physics Education Research Conference: Cognitive Science and Physics Education Research, PERC
CountryUnited States
CityGreensboro, NC
Period8/1/078/2/07

Keywords

  • Explicit reflection
  • Metacognition
  • Physics education research

ASJC Scopus subject areas

  • Physics and Astronomy(all)

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  • Cite this

    Scott, M. L., Stelzer, T., & Gladding, G. (2007). Explicit reflection in an introductory physics course. In 2007 Physics Education Research Conference, PERC (pp. 188-191). (AIP Conference Proceedings; Vol. 951). https://doi.org/10.1063/1.2820929