Impact of Reflective Writing and Labatorials on Student Understanding of Force and Motion in Introductory Physics - Creative Education

CE > Vol.9 No.4, April 2018

Impact of Reflective Writing and Labatorials on Student Understanding of Force and Motion in Introductory Physics ()

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Download as PDF (Size: 358KB) PP. 575-596

DOI: 10.4236/ce.2018.94041 786 Downloads 1,993 Views Citations

Author(s)

Calvin S. Kalman^1*, Mark Lattery², Mandana Sobhanzadeh³

Affiliation(s)

¹Concordia University, Montréal, Canada.
²University of Wisconsin, Oshkosh, USA.
³Mount Royal University, Calgary, Canada.

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.

KEYWORDS

Inquiry, Reflective Writing, Critical Thinking, Incommensurability, Conceptual Change

Share and Cite:

Kalman, C. , Lattery, M. and Sobhanzadeh, M. (2018) Impact of Reflective Writing and Labatorials on Student Understanding of Force and Motion in Introductory Physics. Creative Education, 9, 575-596. doi: 10.4236/ce.2018.94041.

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