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PERC 2014 Abstract Detail Page

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Abstract Title: Promoting and assessing student metacognition in introductory physics
Abstract: Research has shown that experts tend to engage actively in a dialogue with themselves about how they currently understand the content they are learning.  In an ongoing project at Western Washington University, students practice weekly, scaffolded metacognition in the laboratory component of the introductory physics course.  Students write reflectively to contrast their initial understanding and current understanding of a specific physics topic, and to describe the "trigger" events that led them to change their thinking.  Goals are to enhance both conceptual understanding as well as the depth with which students reflect on their own learning.  We have developed a coding scheme to evaluate student reflections.  This poster presents the scaffolded activity and coding scheme, as well as preliminary findings about changes in student reflection over time and correlations between depth of reflection and conceptual learning.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Alistair McInerny
Western Washington University
516 High St
Bellingham, WA 98225
Phone: 360 650-3818
Co-Author(s)
and Co-Presenter(s)
Andrew Boudreaux, Western Washington University
Mila Kryjevskaia, North Dakota State University

Contributed Paper

Contributed Paper: Download the Contributed Paper