Using writing to confront student misconceptions in physics

Abstract

This paper discusses a particular writing strategy, called a folder activity, which is used in an introductory physics course for non-science majors at American University. The folder activity has proven to be an effective tool for students to discover their misconceptions regarding a particular concept in physics while the learning is actually taking place. This early discovery allows students to confront and deal with their misconceptions. This paper focuses on the function and usefulness of the folder activity as a learning tool. The specific elements of the folder activity are described. Finally, the role of the folder activity as an assessment tool is outlined.

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