Type:

Other

Description:

This paper, presented at the 2001 Physics Education Research Conference, presents research into how weekly journals written by students can begin to answer three questions related to epistemological beliefs and self-reflection: (1) How articulate are students in describing how they learn? (2) How consistently do students report particular ways of learning? (3) Are there correlations between these patterns (if they exist) and standard measures of conceptual understanding? Students' weekly written journals were analyzed for the quality of reflection on what and how they learn. The authors found that the high-gain students tended to write more than the low-gain students and showed reflection that was more epistemologically sound.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

self-reflection,NSDL,Education Foundations,Undergraduate (Lower Division),oai:nsdl.org:2200/20061213013802029T,Assessment,Social Sciences,Graduate/Professional,Ability,Student Characteristics,Affect,Sample Population,Achievement,Special Need: Gifted and Talented,Higher Education,Vocational/Professional Development Education,PERC 2001,Self Assessment,Writing,Physics,epistemological beliefs,Communication,NSDL_SetSpec_439869,conceptual gains,Education

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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