Learning Logs and the efficacy of autonomous reflecting

Document Type

Article

Publication Date

6-15-2019

Abstract

This paper examines the educational impact of a prepilot study on the “Learning Logs” literacy strategy as it was used in Louisiana. The study examined how students’ conceptual understanding of kinematics and Newton’s laws were impacted in a ninth-grade physical science course. The findings address a gap within the current research literature concerning the efficacy of the strategy in the high-school physics classroom. Pre- and posttesting evidence demonstrated that participating in the end-of-class activity of autonomous reflection, without instructor feedback, resulted in negative learning gains and reinforcement of misconceptions. The data collected demonstrate a need for a more standardized feedback system to better inform students and teachers on conceptual mastery.

Publication Source (Journal or Book title)

Educational Research for Policy and Practice

First Page

167

Last Page

180

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