Promoting Students' Scientific Thought Using Reflective Writing In Introductory Physics Courses

摘要

Knapper identifies several problematic areas in university teaching such as: [A] Teaching remains overwhelmingly didactic and reliant on traditional lectures, and assessment methods are often trivial and inauthentic; [B] "Evaluation of teaching effectively and learning outcomes is often superficial" (p. 238). Ideally, we need to create learning environments in which students do not only succeed in undergraduate science courses, but also develop the necessary expert-like thinking in physics, meaningful approaches to learning, as well as gain transferrable skills vital for productive participation in a modern society. Remedies for these issues include using the reflective writing activity in.introductory Physics courses and the collaborative group laboratory activity called "Labatorial" in the laboratory.