Metacognition, Reasoning, Reflection
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.
PERC 2015 Proceedings
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2015 PERC Proceedings, edited by Churukian, Jones, and Ding; 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 2015
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Claire, Therese; Tippett, Tija L.; and Boudreaux, Andrew, "How Accurate are Physics Students in Evaluating Changes in their Understanding?" (2015). Physics & Astronomy. 37.
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This work is licensed under a Creative Commons Attribution 3.0 License.