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


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

Kalman, Calvin S., Lattery, Mark and Sobhanzadeh, Mandana (2018) Impact of Reflective Writing and Labatorials on Student Understanding of Force and Motion in Introductory Physics. Creative Education, 9 (4). pp. 575-596. ISSN 2151-4755

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Official URL: http://dx.doi.org/10.4236/ce.2018.94041


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.

Divisions:Concordia University > Faculty of Arts and Science > Physics
Item Type:Article
Authors:Kalman, Calvin S. and Lattery, Mark and Sobhanzadeh, Mandana
Journal or Publication:Creative Education
Date:April 2018
  • Concordia Open Access Author Fund
Digital Object Identifier (DOI):10.4236/ce.2018.94041
Keywords:Inquiry, Reflective Writing, Critical Thinking, Incommensurability, Conceptual Change
ID Code:983780
Deposited By: Danielle Dennie
Deposited On:18 Apr 2018 18:41
Last Modified:18 Apr 2018 18:41


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