A scaffolded metacognition activity was incorporated into the laboratory component of the introductory physics course at Western Washington University (WWU) and Whatcom Community College (WCC). Each week, students wrote reflectively to contrast their initial and current understanding of a specific physics topic, and described the "trigger" events that led them to change their thinking. Goals were to enhance conceptual understanding as well as the depth and quality of student reflection. A coding scheme was developed to evaluate student reflections. We present the scaffolded activity and coding scheme, as well as preliminary findings about changes in student reflection over time and correlations between amount of reflection and conceptual learning.
PERC 2014 Proceedings
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2014 PERC Proceedings,edited by Engelhardt, Churukian, and Jones; Peer-reviewed,
Published by the American Association of Physics Teachers under a Creative Commons Attribution 3.0 license. Further distribution must maintain attribution to the article’s authors, title, proceedings citation, and DOI.
Physics Education Research Conference 2014
McInerny, Alistair; Boudreaux, Andrew; Kryjevskaia, Mila; and Julin, Sara, "Promoting and Assessing Student Metacognition in Physics" (2014). Physics & Astronomy. 36.
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This work is licensed under a Creative Commons Attribution 3.0 License.