High school students' perceptions and experiences of using combined RW and labatorials to understand Newton's laws of motion
Bibliographic record
Abstract
We discuss the perceptions and experiences of high school students using reflective writing and labatorials to attempt to understand Newtonian concepts of force and motion. The sequencing and content of these activities are centered on targeting students’ key difficulties related to forces and motion. Participants are 210 secondary 5 (grade 11) students, from three private schools in Montreal, who took a physics course during 2017–2018 or 2018–2019. Their ideas and opinions about forces and learning physics were investigated prior to and following the study with (a) three questions from the Force Concept Inventory; (b) a concept map focused on the relations between force and motion, and (c) pre- and post-semi-structured interviews conducted with 12 participants. The gathered data and interviews indicate that the process of combining labatorials with reflective writing improves students’ attitudes towards learning the subject.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".