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Workshops & seminars

Reflective writing for a better understanding of scientific concepts in high school


Date & time
Thursday, June 23, 2016
1 p.m. – 2 p.m.
Speaker(s)

Joseph El-Helou, Dr. Calvin Kalman’s MSc student

Cost

Free

Organization

Department of Physics

Contact

514-848-2424 ext. 3270

Where

Central Building
7141 Sherbrooke W.
Room CC 314

Wheel chair accessible

Yes

This study evaluates the impact reflective writing has on high school students’ understanding of scientific concepts and their attitudes and opinions toward learning science. Reflective writing is a part of the writing-to-learn movement (Connally, 1989), the aim of which is to incorporate informal writing into all disciplines. Reflective writing is a process during which a student writes, on a paper, his/her ideas about a specific scientific topic, in an informal manner, which promotes a better understanding of the related scientific concepts. Most of the research done on the use and impact of reflective writing with high school students did not involve science courses. It was mainly targeting language courses. Participants to most of the research done on reflective writing that involves sciences courses has been done with post-secondary students. This study aims to shed light on how reflective writing affects high school students’ understanding of science. Participants in this study are high school students, from a Montreal school, they were asked to complete reflective writing tasks as a part of their science course work. Their writings are analyzed and compared to their attitudes and opinions toward the subject as probed by interviews conducted towards the end of the course.

 

All Faculty, staff and students are invited
Coffee will be served in the Department of Physics
SP-367-11 at 12:30 PM
Information: 514 848-2424 ext. 3270

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