ERIC Number: EJ1054720
Record Type: Journal
Publication Date: 2015-Apr
Abstractor: As Provided
Effects of Conceptual, Procedural, and Declarative Reflection on Students' Structural Knowledge in Physics
Sarwar, Gul Shahzad; Trumpower, David L.
Educational Technology Research and Development, v63 n2 p185-201 Apr 2015
Reflection has recently been emphasized as a constructive pedagogical activity. However, little attention has been given to the quality of reflections that students write. In this study, we explored the reflections that students make about their knowledge organization as part of a formative learning activity. More specifically, we assessed the knowledge structures of Grade 11 physics students and their instructors using pathfinder networks (PFnets). Each student's knowledge structure was compared with the instructors' averaged knowledge structure in order to identify student misconceptions. As an intervention, students were asked to write reflections on the discrepancies between their knowledge structure and their instructors' averaged knowledge structure. The students' reflections were divided into the following three categories depending on the type of knowledge constructed in those reflections: (1) conceptual, (2) procedural, or (3) declarative. Evidence was provided by the study that reflection was an effective means of improving students' knowledge structure. However, conceptual reflections were the most effective, followed by procedural and declarative reflection. Implications for formative classroom assessment are discussed.
Descriptors: Reflection, Science Instruction, Physics, Grade 11, Secondary School Science, High School Students, Knowledge Level, Scientific Concepts, Misconceptions, Intervention, Student Attitudes, Science Process Skills
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Publication Type: Journal Articles; Reports - Research
Education Level: Grade 11; Secondary Education; High Schools
Authoring Institution: N/A
Grant or Contract Numbers: N/A