Explicit Reflection in an Introductory Physics Course

This dissertation details a classroom intervention that supplements assigned in-class problems in weekly problem sets with reflective activities that are aimed to assist in knowledge integration. Using the framework of cognitive load theory, this intervention should assist in schema acquisition leading to (1) students recognizing the use and appropriately applying physical concepts across different problem contexts, and (2) enhanced physics understanding of students resulting in improved class performance. The intervention was embedded in the discussion component of an introductory, university physics course, and spanned a 14-week period. Evaluation of the intervention was based on the relative performance between a control and treatment group. Instruments used in this study to assess performance included the Force Concept Inventory (FCI), a physics problem categorization test, and four class exams. A full discussion of this implementation and the accompanying measures will be given. Possible limitations to this study and lines of future research will be proposed.

Name thesis:degree_name

Ph.D.

Level thesis:degree_level

Dissertation

Discipline thesis:degree_discipline

Physics

Grantor

University of Illinois at Urbana-Champaign

Year dc:date

2015

Author dc:creator

• Scott, Michael Lee

Contributors dc:contributor

• Selen, Mats A.

• Education, Higher

Language dc:language

eng

Identifier

(MiAaPQ)AAI3314885

OAI identifier oai:identifier

oai:www.ideals.illinois.edu:2142/80571