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Impact of Reflective Writing and Labatorials on Student Understanding of Force and Motion in Introductory Physics
Concordia University, Montréal, Canada
University of Wisconsin, Oshkosh, USA
Mount Royal University, Calgary, Canada
- 1 Concordia University, Montréal, Canada
- 2 University of Wisconsin, Oshkosh, USA
- 3 Mount Royal University, Calgary, Canada
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Abstract
In this paper, we examine a way to deal with alternative student conceptions about force and motion in a university level introductory physics course. The course combines Reflective Writing, an activity that engages students in textual material metacognitively, and Labatorials, an in-class active learning intervention. Semi-structured interviews and student writing provide evidence of conceptual change.
KeywordsInquiryReflective WritingCritical ThinkingIncommensurabilityConceptual Change
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