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
Required Publisher's Statement
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
College Park, MD
Claire, Therese; Tippett, Tija L.; and Boudreaux, Andrew, "How Accurate are Physics Students in Evaluating Changes in their Understanding?" (2015). Physics & Astronomy. 37.
Subjects - Topical (LCSH)
Metacognition; Critical thinking--Study and teaching (Higher); Reasoning--Study and teaching
Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 License.