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Abstract Title: Reflective self-corrections of homeworks in a conceptual physics course: An experimental control-group design study
Abstract: In spite of using active-engagement techniques in our classes, big percentage of students can not answer straightforward questions of the type we have covered in class and assigned as homework. We believe that students lack one of the essential components of meaningful learning: self-reflection. How do we engage students in a meaningful self-reflection and measure its implications? We hypothesize that we can achieve that by having students reflect on their homework solutions and doing self-corrections. Incorporation of a  state of the art software platforms such as eProtfolio can greatly facilitate the task, as well as create new lifelong learning skills. We have conducted  an experimental control group design study in a conceptual physics course at Queensborough Community College to measure the impact of such reflective activities on students. We  present the results of the study and discuss its implications.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Vazgen Shekoyan
Queensborough Community College
222-05 56th Avenue
Bayside, NY 11364
and Co-Presenter(s)
Wenli Guo, Queensborough Community College