written by David May and Eugenia Etkina

Twelve honors introductory physics students were chosen for having exceptionally high or low gains on standard conceptual surveys. Their weekly written journals were analyzed for the quality of reflection on what and how they learn. The high-gain students tended to write more than the low-gain students and showed reflection that was more epistemologically sound.

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Published July 26, 2001
Last Modified March 7, 2009

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