The impact of metacognitive activities on student attitudes towards experimental physics
The impact of metacognitive activities on student attitudes towards experimental physics
复制标题
元认知活动对学生实验物理态度的影响
DOI：
10.1119/perc.2016.pr.021
复制
发表时间：
2016
影响因子：
0.9
通讯作者：
M. Eblen
中科院分区：
文献类型：
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作者：
M. Eblen
在过去的三年里，我一直使用科罗拉多学习态度科学调查实验物理（E类），以监测一个先进的实验室课程，一个显着的学生驱动的项目影响学生的态度实验工作。在这段时间里，我增加了元认知活动的使用，让学生反思他们在实验室中做出决策和处理问题的方法。在这里，我报告的元认知活动的引入和E-CLASS调查的一些反应的变化之间的相关性，以及提供一个定性的概述学生的元认知的反思。
For the past three years, I have used the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) to monitor how an advanced lab course with a significant studentdriven project impacts student attitudes about experimental work. During that time period, I have increased the use of metacognitive activities that ask students to reflect on their approaches to making decisions and handling problems they encounter in the lab. Here I report on the correlation between the introduction of metacognitive activities and changes in some responses on the E-CLASS survey, as well as providing a qualitative overview of the students' metacognitive reflections.