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PERC 2016 Abstract Detail Page

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Abstract Title: The impact of metacognitive activities on student attitudes towards experimental physics
Abstract: An advanced lab course with a significant project component gives students increased responsibility for planning and managing their lab work. However, students can struggle with this transition to open-ended work, particularly if there isn't explicit discussion of expectations.  For the past three years, I have used the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) to monitor how an advanced lab course with a significant student-driven project impacts student attitudes about experimental work. During that time period, I have increased the use of metacognitive activities that ask students to reflect on their approaches to making decisions and handling problems they encounter in the lab. Here I report on the correlation between the introduction of metacognitive prompts and changes in some responses on the E-CLASS survey, as well as providing a qualitative overview of the students' metacognitive reflections.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Melissa Eblen-Zayas
Carleton College
1 North College St 2-PHYS
Northfield, MN 55057
Phone: 5072227838