10-16 June 2018
Dalhousie University
America/Halifax timezone
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Impact of Reflective Writing and Labatorials on Student Understanding of Force and Motion in Introductory Physics

13 Jun 2018, 14:45
McCain Scotiabank Auditorium (Cap. 250) (Dalhousie University)

McCain Scotiabank Auditorium (Cap. 250)

Dalhousie University

Oral (Non-Student) / Orale (non-étudiant(e)) Physics Education / Enseignement de la physique (DPE-DEP) W3-1 Creating Authentic Physics Learning Experiences (DPE) | Créer d'authentiques expériences d'apprentissage en physique (DEP)


Calvin Kalman (Concordia University)


We examine a way to deal with alternative student conceptions about force and motion in a university 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. The analysis is based on both pre- and post- interview statements, to give a picture of the students’ initial state and evolution in their understanding of force and motion. All interviewees mentioned reflective writing as one of the activities that helped them move from their knowledge about these two concepts at the beginning of the semester to their present ideas. Semi-structured interviews and student writing provide evidence of conceptual change

Primary authors

Calvin Kalman (Concordia University) Dr Mandana Sobhanzadeh (Mount Royal University) Dr Mark Lattery (University of Wisconsin, Oshkosh)

Presentation Materials

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