Guided and Unguided Student Reflections

Preprint English OPEN
Matheson, Amanda; Wood, Laura; Franklin, Scott V.;
(2017)
  • Subject: Physics - Physics Education
    acm: ComputingMilieux_COMPUTERSANDEDUCATION

Self-reflection is important metacognitive skill, enabling students to build coherence into their learning and embed content in a broader context. While various pedagogical techniques exist to encourage student reflection, little research has examined the differences be... View more
  • References (13)
    13 references, page 1 of 2

    [1] R. G. Bringle and Julie A. Hatcher, Educational Horizons. 179 (1999).

    [2] M. Scott, T. Stelzer and G. Gladding, Physics Education Research Conference, 188 (2007).

    [3] J. Westberg and H. Jason, Fostering Reflection and Providing Feedback : Helping Others Learn from Experience. New York, US. 61 *2001).

    [4] K. Kori, M. Maeots and M. Pedaste, Procedia - Social and Behavioral Sciences, 112, 242 (2014).

    [5] A. Mason and C. Singh, AIP Physics Education Research Conference Proceedings, 1179, 197 (2009).

    [6] D. R. Dounas-Frazer and D. L. Reinholz, D. L. American Journal of Physics, 83 (10), (2015).

    [7] D. Boud and D. Walker, Studies in Higher Education 23, 191 (1998).

    [8] P. Prinsloo, S. Slade and F. Galpin Open Learning: The Journal of Open, Distance and e-Learning, 26, 27 (2011).

    [9] S. V. Franklin, E. Hane, M. B. Kustusch, C. Ptak and E. C. Sayre, “Improving retention through metacognition: a program for deaf/hard-of-hearing and first generation STEM college students.” in preparation (2017)

    [10] A. P. French, Vibrations and Waves, Taylor & Francis (1971).

  • Metrics
    No metrics available