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Abstract Title: Thinking about Thinking: Preliminary Analysis of Students’ Metacognitive Reflections in Lecture versus Cooperative Problem-Solving Introductory Colleg
Abstract: Understanding what students students struggle with in introductory physics course material and teaching strategies requires understanding how they think about physics. This is difficult to capture with standardized concept inventories, but can be probed through student metacognition. In this study I analyse weekly metacognition reports by students in a large introductory physics course, taken in both Lecture and Cooperative Problem-Solving formats. Using tools in the Voyant software package, I performed word frequency analysis and examined how key terms changed over the course formats. I also examined the infusion of core physics terms (scientific language) infused over time and teaching condition.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Isabela Abreu Rodrigues
University of California, San Diego