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Insights into Student Metacognition from Reflective Writing in an Introductory Studio Physics Course
written by Paige Pressler, Austin Anderson, Katherine Humphreys, Mark Swartz, and W. Brian Lane
Learning is a process that involves mutual responsibility and practice adjustments. By mutual responsibility, we mean students' relying on their instructors and classmates for feedback as they proactively navigate new material. By practice adjustments, we mean changes in a student's approach to a course based on monitoring and evaluating their progress in the course. However, in introductory physics, many students struggle to adjust their practices in response to challenges encountered in the learning process. We studied these difficulties in an introductory studio physics course by assigning a weekly reflection journal with questions about the students' experience in the course, including the challenges they encountered and the study habits they practiced. These reflection assignments prompted the students to describe the roles fulfilled (or unfulfilled) by members of the course community, to identify practice adjustments (or lack thereof), and to self-assess their progress toward positive learning outcomes. We reviewed these students' final reflection assignment and recorded themes that emerged: These students talked about collaboration (interacting with a classmate in the learning process), course difficulty (degrees or progression of difficulty), responsibility (Who is responsible for the student's learning?), self-managed growth (the learner making adjustments or taking actions to maintain or assert agency over their learning), and a lack of change in their practices, capabilities, or success. These insights into the student learning experience will be used to further classify student responses and generate course improvements.
Physics Education Research Conference 2022
Part of the PER Conference series
Grand Rapids, MI: July 13-14, 2022
Pages 377-382
Subjects Levels Resource Types
Education - Applied Research
- Instructional Material Design
= Activity
Education - Basic Research
- Assessment
- Communication
= Writing
- Problem Solving
= Metacognition
- Student Characteristics
= Affect
- Lower Undergraduate
- Reference Material
= Research study
PER-Central Type Intended Users Ratings
- PER Literature
- Researchers
- Professional/Practitioners
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Format:
application/pdf
Mirror:
https://doi.org/10.1119/perc.2022…
Access Rights:
Free access
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This material is released under a Creative Commons Attribution 4.0 license. Further distribution of this work must maintain attribution to the published article's author(s), title, proceedings citation, and DOI.
Rights Holder:
American Association of Physics Teachers
DOI:
10.1119/perc.2022.pr.Pressler
Keyword:
PERC 2022
Record Creator:
Metadata instance created September 7, 2022 by Lyle Barbato
Record Updated:
September 14, 2022 by Lyle Barbato
Last Update
when Cataloged:
September 15, 2022
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Record Link
AIP Format
P. Pressler, A. Anderson, K. Humphreys, M. Swartz, and W. Lane, , presented at the Physics Education Research Conference 2022, Grand Rapids, MI, 2022, WWW Document, (https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16262&DocID=5631).
AJP/PRST-PER
P. Pressler, A. Anderson, K. Humphreys, M. Swartz, and W. Lane, Insights into Student Metacognition from Reflective Writing in an Introductory Studio Physics Course, presented at the Physics Education Research Conference 2022, Grand Rapids, MI, 2022, <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16262&DocID=5631>.
APA Format
Pressler, P., Anderson, A., Humphreys, K., Swartz, M., & Lane, W. (2022, July 13-14). Insights into Student Metacognition from Reflective Writing in an Introductory Studio Physics Course. Paper presented at Physics Education Research Conference 2022, Grand Rapids, MI. Retrieved April 20, 2024, from https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16262&DocID=5631
Chicago Format
Pressler, P, A. Anderson, K. Humphreys, M. Swartz, and W. Lane. "Insights into Student Metacognition from Reflective Writing in an Introductory Studio Physics Course." Paper presented at the Physics Education Research Conference 2022, Grand Rapids, MI, July 13-14, 2022. https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16262&DocID=5631 (accessed 20 April 2024).
MLA Format
Pressler, Paige, Austin Anderson, Katherine Humphreys, Mark Swartz, and W. Brian Lane. "Insights into Student Metacognition from Reflective Writing in an Introductory Studio Physics Course." Physics Education Research Conference 2022. Grand Rapids, MI: 2022. 377-382 of PER Conference. 20 Apr. 2024 <https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16262&DocID=5631>.
BibTeX Export Format
@inproceedings{ Author = "Paige Pressler and Austin Anderson and Katherine Humphreys and Mark Swartz and W. Brian Lane", Title = {Insights into Student Metacognition from Reflective Writing in an Introductory Studio Physics Course}, BookTitle = {Physics Education Research Conference 2022}, Pages = {377-382}, Address = {Grand Rapids, MI}, Series = {PER Conference}, Month = {July 13-14}, Year = {2022} }
Refer Export Format

%A Paige Pressler %A Austin Anderson %A Katherine Humphreys %A Mark Swartz %A W. Brian Lane %T Insights into Student Metacognition from Reflective Writing in an Introductory Studio Physics Course %S PER Conference %D July 13-14 2022 %P 377-382 %C Grand Rapids, MI %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16262&DocID=5631 %O Physics Education Research Conference 2022 %O July 13-14 %O application/pdf

EndNote Export Format

%0 Conference Proceedings %A Pressler, Paige %A Anderson, Austin %A Humphreys, Katherine %A Swartz, Mark %A Lane, W. Brian %D July 13-14 2022 %T Insights into Student Metacognition from Reflective Writing in an Introductory Studio Physics Course %B Physics Education Research Conference 2022 %C Grand Rapids, MI %P 377-382 %S PER Conference %8 July 13-14 %U https://www.compadre.org/Repository/document/ServeFile.cfm?ID=16262&DocID=5631


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