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.

中文翻译：

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学习日志和自主反映的功效

本文研究了在路易斯安那州使用的先行研究对“学习原木”素养策略的教育影响。该研究调查了学生对运动学和牛顿定律的概念理解在九年级物理科学课程中是如何受到影响的。这些发现解决了当前研究文献中有关该策略在高中物理课堂中的有效性的空白。测验前和测验后的证据表明，在没有老师反馈的情况下参加课堂反思的自主活动，会导致学习障碍和误解的加剧。收集到的数据表明，需要一个更加标准化的反馈系统，以更好地向学生和教师提供有关概念掌握的信息。