Related papers: Using reflections to explore student learning duri…
This paper describes a tool, the Guided Reflection Form (GRF), which was used to promote reflection in a modeling-based physics course. Each week, students completed a guided reflection and received feedback from their instructors. These…
We have designed an introductory laboratory course that engaged first-year undergraduate students in two complementary types of iteration: (1) iterative improvement of experiments through cycles of modeling systems, designing experiments,…
Self-reflection on learning experiences constitutes a fundamental cognitive process, essential for the consolidation of knowledge and the enhancement of learning efficacy. However, traditional methods to facilitate reflection often face…
We investigated physics students' learning experience and behaviour in a second-year laboratory by analyzing transcribed audio recordings of laboratory sessions. One student group was given both a problem and procedure and asked to analyze…
Students must learn effective problem solving strategies in order to develop expertise in physics. Effective problem solving strategies include a conceptual analysis of the problem followed by planning of the solution, and then…
Students who successfully engage in self-regulated learning, are able to plan their own studying, monitoring their progress and make any necessary adjustments based upon the data and feedback they gather. In order to promote this type of…
Despite the recognition that reflection is an essential part of problem solving, it is often not emphasized in upper-division physics courses. In this paper, we discuss homework corrections (HWCs) as a pedagogical tool to motivate…
This study examines the development of reflective practice among students on a four-year work-based Software Engineering program. Using two established models of reflection - Boud et al.'s Model of Reflective Process and Bain et al.'s 5R…
This article outlines a comprehensive redesign of an introductory physics laboratory course aimed at promoting active student engagement, enhancing scientific experimental skills and the development of expert-like attitudes. The redesign…
Building on successful work on studying and transforming our senior-level Advanced Lab course, we have transformed our junior-level Electronics course to engage students in a variety of authentic scientific practices, including…
In the aftermath of COVID-19, many universities implemented supplementary "reinforcement" roles to support students in demanding courses. Although the name for such roles may differ between institutions, the underlying idea of providing…
The use of new technologies in higher education has surprisingly emphasized students' tendency to adopt a passive behavior in class. Participation and interaction of students are essential to improve academic results. This paper describes…
Reflection is a critical aspect of the learning process. However, educational games tend to focus on supporting learning concepts rather than supporting reflection. While reflection occurs in educational games, the educational game design…
We describe a study in which introductory physics students engage in reflection with peers about problem solving. The recitations for an introductory physics course with 200 students were broken into the "Peer Reflection" (PR) group and the…
The ability to develop, use, and refine models of experimental systems is a nationally recognized learning outcome for undergraduate physics lab courses. However, no assessments of students' model-based reasoning exist for upper-division…
The modern engineering landscape increasingly requires a range of skills to successfully integrate complex systems. Project-based learning is used to help students build professional skills. However, it is typically applied to small teams…
Science communication skills are considered essential learning objectives for undergraduate physics students. However, high enrollment and limited class resources present significant barriers to providing students ample opportunities to…
Reflective writing is part of many higher education courses across the globe. It is often considered a challenging task for students as it requires self-regulated learning skills to appropriately plan, timely engage and deeply reflect on…
In collaborative settings, sustaining momentum and engagement between checkpoints (e.g., meetings) can be challenging, often leading to task drift and reduced preparedness. To address this gap, we developed ReflectEd, an AI-assisted system…
Contributing to the literature on aptitude-treatment interactions between worked examples and problem-solving, this paper addresses differential learning from the two approaches when students are positioned as domain experts learning new…