Research Article
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Using Students' Self Reflection to Improve Motivation and Engagement in Learning Physics

Year 2018, Volume: 9 , 64 - 70, 18.08.2018

Abstract

The traditional method of teaching advanced physics
courses is modified by introducing a new item in teaching, namely students’
reflection throughout the semester. Students are asked to reflect on different
items in their course and in particular to reflect on their achievement,
struggles, goals, and skills. Students are encouraged to be open, direct, and
to give details as much as possible. Consequently, instructors felt the mentor
and facilitator connection with students that strengthened the feeling of
academic responsibility. On the other hand, students expressed positive
experience and were less concentrated on the minute details of the course but
rather on a general and global picture of learning experience. This connected
students with their goals, it reminded them of their struggle, confusion, and
growing up experience during the process.

References

  • Aalst, J. V. & Key, T. (2000). Pre-professional students' beliefs about learning physics. Canadian Journal of Physics, 78(1), 73-78. Abd-El-Khalick, F. & Lederman, N.G. (2000). Improving science teachers’ conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665–701. Allen, D. E., Duch, B. J., & Groh, S. E (1996). The power of problem-based learning in teaching introductory science courses. New Directions for Teaching and Learning, 43–52. Arter, J., & Spandel, V. (1992). NCME instructional module: Using portfolios of student work in instruction and assessment. Educational Measurement: Issues and Practice, 11(1), 36-44. Baume, D. (2001). A briefing on assessment of portfolios. LTSN Generic Centre Assessment Series, No. 6. York: Learning and Teaching Support Network (LTSN). Baume, D. & Yorke, M. (2002). The Reliability of Assessment by Portfolio on a Course to Develop and Accredit Teachers in Higher Education. Studies in Higher Education. 27(1), 7-25. Belo, N. A. H. (2013). Engaging students in the study of physics: An investigation of physics teachers’ belief systems about teaching and learning physics (Doctoral dissertation). Retrieved from http://hdl.handle.net/1887/20703. DeHaan, R. L. (2005). The impending revolution in undergraduate science education. Journal of Science Education and Technology, 14 (2), 253–269. Halloun, I. A. & Hestenes, D. (1985a). Common sense concepts about motion. American Journal of Physics, 53, 1056-1065. Halloun, I. A. & Hestenes, D. (1985b). The initial knowledge state of college physics students. American Journal of Physics, 53, 1043-1055. Hammer, D. (1994). Epistemological beliefs in introductory physics. Cognition and Instruction, 12(2), 151-183. Hativa, N. & Goodyear, P. (2002). Teacher thinking, beliefs and knowledge in higher education. Netherlands: Kluwer Academic Publisher. Hutchings, P. (1998). The course portfolio: How faculty can examine their teaching to advance practice and improve student learning. Washington, DC: American Association for Higher Education. Retrieved from http://files.eric.ed.gov/fulltext/ED441393.pdf. Iqbal, H. M., Azam, S. & Rana, R.A. (2009). Secondary school science teachers’ views about the nature of science. Bulletin of Education and Research, 31(2), 29-44. Jarvinen, A. & Kohonen, V. (1995). Promoting professional development in higher education through portfolio assessment. Assessment and Evaluation in Higher Education, 20(1), 25–36. Klenowski, V., Askew, S. & Carnell, E. (2006). Portfolios for learning, assessment and professional development in higher education. Assessment & Evaluation in Higher Education, 31(3), 267–286. Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29, 331–359. Linder, C. J. (1992). Is reflected epistemology a source of conceptual difficulty in physics? International Journal of Science Education, 14(1), 111-121. Lyons, T. (1998). Reflection in Teaching: Can It Be Developmental? A Portfolio Perspective. Teacher Education Quarterly, 25(1), 115-127. Lyons, T. (2006): Different countries, same science classes: Students’ experiences of school science in their own words. International Journal of Science Education, 28(6), 591-613. May, D. B. & Etkina, E. (2002). College physics students’ epistemological self-reflection and its relationship to conceptual learning. American Journal of Physics, 70, 1249. McDermott, L. C. & Redish, E.F. (1999). RL-PER1: Resources letter on physics education research. American Journal of Physics, 67(9), 755-767. Mulhall, P. & Gunstone, R. (2012). Views about learning physics held by physics teachers with differing approaches to teaching physics. Journal of Science Teacher Education., 23, 429-449. Nystrand, M., Cohen, A. S., & Dowling, N. M. (1993). Addressing Reliability Problems in the Portfolio Assessment of College Writing. Educational Assessment, 1(1), 53-70. Obaidat, I. & Malkawi, E. (2008). Enhancing learning physics through challenging the methods of evaluation‏. International journal of scientific research, 17, 147-152. Osborne, J. (1990). Sacred crows in physics-towards a redefinition of physics education. Physics Education, 25(4), 189-196. Redish, E. F. (2003). Teaching physics with the physics suite. Hoboken, NJ: Johns Wiley & Sons, Inc. Redish, E. F., Saul, J. M., Richard N. & Steinberg, R. N. (1998). Student expectations in introductory physics. American Journal of Physics, 66, 212. Redish, E. F., & Steinberg, R. N. (1999). Teaching physics: Figuring out what works. Physics Today, 52(1), 24–30. Schon, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass. Sin, C. (2014). Epistemology, Sociology, and Learning and Teaching in Physics. Science Education, 98, 342–365. Thacker, B. A. (2003). Recent advances in classroom physics. Reports on Progress in Physics, 66(10), 1833–1864. Tobias, S. (1992). Revitalizing undergraduate science: Why some things work and most don’t. Tucson, AZ: Research Corporation. Tytler, R. (2007). Re-imagining Science Education : Engaging students in science for Australia's future. Australian Education Review. Retrieved from https://research.acer.edu.au/cgi/viewcontent.cgi?article=1002&context=aer.
Year 2018, Volume: 9 , 64 - 70, 18.08.2018

Abstract

References

  • Aalst, J. V. & Key, T. (2000). Pre-professional students' beliefs about learning physics. Canadian Journal of Physics, 78(1), 73-78. Abd-El-Khalick, F. & Lederman, N.G. (2000). Improving science teachers’ conceptions of nature of science: A critical review of the literature. International Journal of Science Education, 22(7), 665–701. Allen, D. E., Duch, B. J., & Groh, S. E (1996). The power of problem-based learning in teaching introductory science courses. New Directions for Teaching and Learning, 43–52. Arter, J., & Spandel, V. (1992). NCME instructional module: Using portfolios of student work in instruction and assessment. Educational Measurement: Issues and Practice, 11(1), 36-44. Baume, D. (2001). A briefing on assessment of portfolios. LTSN Generic Centre Assessment Series, No. 6. York: Learning and Teaching Support Network (LTSN). Baume, D. & Yorke, M. (2002). The Reliability of Assessment by Portfolio on a Course to Develop and Accredit Teachers in Higher Education. Studies in Higher Education. 27(1), 7-25. Belo, N. A. H. (2013). Engaging students in the study of physics: An investigation of physics teachers’ belief systems about teaching and learning physics (Doctoral dissertation). Retrieved from http://hdl.handle.net/1887/20703. DeHaan, R. L. (2005). The impending revolution in undergraduate science education. Journal of Science Education and Technology, 14 (2), 253–269. Halloun, I. A. & Hestenes, D. (1985a). Common sense concepts about motion. American Journal of Physics, 53, 1056-1065. Halloun, I. A. & Hestenes, D. (1985b). The initial knowledge state of college physics students. American Journal of Physics, 53, 1043-1055. Hammer, D. (1994). Epistemological beliefs in introductory physics. Cognition and Instruction, 12(2), 151-183. Hativa, N. & Goodyear, P. (2002). Teacher thinking, beliefs and knowledge in higher education. Netherlands: Kluwer Academic Publisher. Hutchings, P. (1998). The course portfolio: How faculty can examine their teaching to advance practice and improve student learning. Washington, DC: American Association for Higher Education. Retrieved from http://files.eric.ed.gov/fulltext/ED441393.pdf. Iqbal, H. M., Azam, S. & Rana, R.A. (2009). Secondary school science teachers’ views about the nature of science. Bulletin of Education and Research, 31(2), 29-44. Jarvinen, A. & Kohonen, V. (1995). Promoting professional development in higher education through portfolio assessment. Assessment and Evaluation in Higher Education, 20(1), 25–36. Klenowski, V., Askew, S. & Carnell, E. (2006). Portfolios for learning, assessment and professional development in higher education. Assessment & Evaluation in Higher Education, 31(3), 267–286. Lederman, N. G. (1992). Students’ and teachers’ conceptions of the nature of science: A review of the research. Journal of Research in Science Teaching, 29, 331–359. Linder, C. J. (1992). Is reflected epistemology a source of conceptual difficulty in physics? International Journal of Science Education, 14(1), 111-121. Lyons, T. (1998). Reflection in Teaching: Can It Be Developmental? A Portfolio Perspective. Teacher Education Quarterly, 25(1), 115-127. Lyons, T. (2006): Different countries, same science classes: Students’ experiences of school science in their own words. International Journal of Science Education, 28(6), 591-613. May, D. B. & Etkina, E. (2002). College physics students’ epistemological self-reflection and its relationship to conceptual learning. American Journal of Physics, 70, 1249. McDermott, L. C. & Redish, E.F. (1999). RL-PER1: Resources letter on physics education research. American Journal of Physics, 67(9), 755-767. Mulhall, P. & Gunstone, R. (2012). Views about learning physics held by physics teachers with differing approaches to teaching physics. Journal of Science Teacher Education., 23, 429-449. Nystrand, M., Cohen, A. S., & Dowling, N. M. (1993). Addressing Reliability Problems in the Portfolio Assessment of College Writing. Educational Assessment, 1(1), 53-70. Obaidat, I. & Malkawi, E. (2008). Enhancing learning physics through challenging the methods of evaluation‏. International journal of scientific research, 17, 147-152. Osborne, J. (1990). Sacred crows in physics-towards a redefinition of physics education. Physics Education, 25(4), 189-196. Redish, E. F. (2003). Teaching physics with the physics suite. Hoboken, NJ: Johns Wiley & Sons, Inc. Redish, E. F., Saul, J. M., Richard N. & Steinberg, R. N. (1998). Student expectations in introductory physics. American Journal of Physics, 66, 212. Redish, E. F., & Steinberg, R. N. (1999). Teaching physics: Figuring out what works. Physics Today, 52(1), 24–30. Schon, D. A. (1987). Educating the reflective practitioner: Toward a new design for teaching and learning in the professions. San Francisco: Jossey-Bass. Sin, C. (2014). Epistemology, Sociology, and Learning and Teaching in Physics. Science Education, 98, 342–365. Thacker, B. A. (2003). Recent advances in classroom physics. Reports on Progress in Physics, 66(10), 1833–1864. Tobias, S. (1992). Revitalizing undergraduate science: Why some things work and most don’t. Tucson, AZ: Research Corporation. Tytler, R. (2007). Re-imagining Science Education : Engaging students in science for Australia's future. Australian Education Review. Retrieved from https://research.acer.edu.au/cgi/viewcontent.cgi?article=1002&context=aer.
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Details

Primary Language English
Journal Section Articles
Authors

Ehab Malkawi This is me

Publication Date August 18, 2018
Published in Issue Year 2018 Volume: 9

Cite

APA Malkawi, E. (2018). Using Students’ Self Reflection to Improve Motivation and Engagement in Learning Physics. The Eurasia Proceedings of Educational and Social Sciences, 9, 64-70.