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Abstract Title: Characterizing and Comparing Guided and Unguided Student Reflections
Abstract: Self-reflection is important metacognitive skill, but little research has examined the differences between guided and unguided reflection. This study focuses on student responses to online Guided Reflection Forms (GRFs) from both students in a first-semester non-physics class and a sophomore-level Vibrations & Waves course for physics majors, and compares these guided reflections with unguided journals from a STEM enrichment summer program for incoming college students. A previously developed coding scheme was adopted and modified for use on guided reflections, and the LIWC computational linguistics tool used to confirm the distinct nature of the categories. An entirely new coding scheme was created and validated for the unguided journals. Both guided and unguided reflections elicit metacognitive and reflective practice, although of measurably different kinds.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Scott Franklin
Rochester Institute of Technology
School of Physics and Astronomy
1 Lomb Memorial Drive
Rochester, NY 14623-5603
Phone: 585-475-2536
and Co-Presenter(s)
Amanda Matheson, Colorado School of Mines
Laura Wood, Seattle Pacific University
Elizabeth Hane, School of Life Sciences, RIT
IMPRESS Education Research Squad