Document Type
Conference Proceeding
Publication Date
2015
Keywords
Metacognition, Reasoning, Reflection
Abstract
An assessment question involving Newton’s 2nd law was administered in a physics course for preservice elementary teachers before and again after instruction. The posttest included a prompt asking students to describe the specific ways their thinking changed. Student reasoning was coded for physics content accuracy; many students exhibited changes from primitive, experientially-based reasoning to more formal reasoning. Students' self-reported reflections were then compared to the differences in the pre- and posttest codes. We find that many students do not identify substantive changes in their reasoning, while other students reflect at only a surface level. We also find that some students overestimate their initial level of understanding.
Publication Title
PERC 2015 Proceedings
Required Publisher's Statement
2015 PERC Proceedings, edited by Churukian, Jones, and Ding; Peer-reviewed,
doi:10.1119/perc.2015.pr.017
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.
Sponsorship/Conference/Institution
Physics Education Research Conference 2015
Location
College Park, MD
Recommended Citation
Claire, Therese; Tippett, Tija L.; and Boudreaux, Andrew, "How Accurate are Physics Students in Evaluating Changes in their Understanding?" (2015). Physics & Astronomy. 37.
https://cedar.wwu.edu/physicsastronomy_facpubs/37
Subjects - Topical (LCSH)
Metacognition; Critical thinking--Study and teaching (Higher); Reasoning--Study and teaching
Genre/Form
proceedings (reports)
Type
Text
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.
Language
English
Format
application/pdf
