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American Journal of Physics
written by David May and Eugenia Etkina
Students should develop self-reflection skills and appropriate views about knowledge and learning, both for their own sake and because these skills and views may be related to improvements in conceptual understanding. We explored the latter issue in the context of an introductory physics course for first-year engineering honors students. As part of the course, students submitted weekly reports, in which they reflected on how they learned specific physics content. The reports by 12 students were analyzed for the quality of reflection and some of the epistemological beliefs they exhibited. Students' conceptual learning gains were measured with standard survey instruments. We found that students with high conceptual gains tend to show reflection on learning that is more articulate and epistemologically sophisticated than students with lower conceptual gains. Some implications for instruction are suggested.
American Journal of Physics: Volume 70, Issue 12, Pages 1249-1258
Subjects ADS Supplements Resource Types
Education - Basic Research
- Assessment
- Student Characteristics
= Affect
General Physics
- Physics Education Research
- Instructional Material
= Instructor Guide/Manual
- Reference Material
= Research study
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© 2002 American Journal of Physics
Additional information is available.
DOI:
10.1119/1.1503377
Keywords:
education, physics, teaching
Record Creator:
Metadata instance created July 13, 2005 by Lyle Barbato
Record Updated:
September 27, 2007 by Rebecca Barbato
Last Update
when Cataloged:
December 1, 2002
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Record Link
AIP Format
D. May and E. Etkina, Am. J. Phys. 70 (12), 1249 (2002), WWW Document, (http://dx.doi.org/10.1119/1.1503377).
AJP/PRST-PER
D. May and E. Etkina, College physics students' epistemological self-reflection and its relationship to conceptual learning Am. J. Phys. 70 (12), 1249 (2002), <http://dx.doi.org/10.1119/1.1503377>.
APA Format
May, D., & Etkina, E. (2002, December 1). College physics students' epistemological self-reflection and its relationship to conceptual learning. Am. J. Phys., 70(12), 1249-1258. Retrieved September 3, 2014, from http://dx.doi.org/10.1119/1.1503377
Chicago Format
May, David, and Eugenia Etkina. "College physics students' epistemological self-reflection and its relationship to conceptual learning." Am. J. Phys. 70, no. 12, (December 1, 2002): 1249-1258, http://dx.doi.org/10.1119/1.1503377 (accessed 3 September 2014).
MLA Format
May, David, and Eugenia Etkina. "College physics students' epistemological self-reflection and its relationship to conceptual learning." Am. J. Phys. 70.12 (2002): 1249-1258. 3 Sep. 2014 <http://dx.doi.org/10.1119/1.1503377>.
BibTeX Export Format
@article{ Author = "David May and Eugenia Etkina", Title = {College physics students' epistemological self-reflection and its relationship to conceptual learning}, Journal = {Am. J. Phys.}, Volume = {70}, Number = {12}, Pages = {1249-1258}, Month = {December}, Year = {2002} }
Refer Export Format

%A David May
%A Eugenia Etkina
%T College physics students' epistemological self-reflection and its relationship to conceptual learning
%J Am. J. Phys.
%V 70
%N 12
%D December 1, 2002
%P 1249-1258
%U http://dx.doi.org/10.1119/1.1503377
%O text/html

EndNote Export Format

%0 Journal Article
%A May, David
%A Etkina, Eugenia
%D December 1, 2002
%T College physics students' epistemological self-reflection and its relationship to conceptual learning
%J Am. J. Phys.
%V 70
%N 12
%P 1249-1258
%8 December 1, 2002
%U http://dx.doi.org/10.1119/1.1503377


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The AIP Style presented is based on information from the AIP Style Manual.

The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles.

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