Explicit Reflection in an Introductory Physics Course

This paper will explore a classroom implementation in which explicit reflective activities supplemented the problems students worked during class. This intervention spanned a 14 week period and was evaluated based on the relative performance between a control and treatment group. Instruments used in this study to assess performance included the Force Concept Inventory (FCI), a physics problem categorization test, and four class exams. We will discuss fully our implementation of the reflective exercises along with results from the accompanying measures.