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In this paper, we examine a way to deal with alternative student conceptions about force and motion in a university level introductory physics course.  The course combines Reflective Writing, an activity that engages students in textual material metacognitively, and Labatorials, an in-class active learning intervention. Semi-structured interviews and student writing provide evidence of conceptual change.

Impact of Reflective Writing and Labatorials on Student Understanding of Force and Motion in Introductory Physics