AAPT Abstract Archive

Abstract Information

  Session: Incorporating Metacognition in Physics Instruction and Assessing Outcomes
  Paper Type: Invited
  Title: Metacognitive Intercessions in Student Conceptions
  Meeting: 2014 Summer Meeting: Minneapolis, Minnesota
  Location: N/A
  Time: 5:30PM
  Author: Adam Johnston, Weber State University
8016267711, ajohnston@weber.edu
  Co-Author(s): Eric Amsel
  Abstract: Research in conceptual change is clear: Students cannot simply process information, but must also actively reflect upon and contrast it to what they already know, even when the preexisting knowledge isn't well articulated to them. Our work sets up various prompts before asking conceptual questions to see if we can activate student metacognition, as well as to see the extent to which these activations change student responses to such questions. In particular, we prompt students to consider how an expert in the field would respond to particular questions, or how students themselves would respond to the same prompts when considering different characterizations of what they know (e.g., "belief" vs. "knowledge"). Our work compares these strategies in introductory physics courses to introductory psychology courses to further examine the kinds of metacognitive skills and misconceptions students have in different disciplines.
  Footnotes: None
  Presentation: Johnston-AAPT2014_MetacognitiveIntercessions.pdf

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