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Toward understanding writing to lear...

Demaree, Dedra.

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Toward understanding writing to learn in physics: Investigating student writing.

紀錄類型:	書目-語言資料,印刷品 : Monograph/item
正題名/作者:	Toward understanding writing to learn in physics: Investigating student writing./
作者:	Demaree, Dedra.
面頁冊數:	315 p.
附註:	Advisers: Gordon Aubrecht; Lei Bao.
Contained By:	Dissertation Abstracts International67-08B.
標題:	Education, Sciences. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3230932
ISBN:	9780542825118

Toward understanding writing to learn in physics: Investigating student writing.
Demaree, Dedra.

Toward understanding writing to learn in physics: Investigating student writing. - 315 p.

Advisers: Gordon Aubrecht; Lei Bao.

Thesis (Ph.D.)--The Ohio State University, 2006.

It is received wisdom that writing in a discipline helps students learn the discipline, and millions of dollars have been committed at many universities to supporting such writing. We show that evidence for effectiveness is anecdotal, and that little data-based material informs these prejudices. This thesis begins the process of scientific study of writing in the discipline, in specific, in physics, and creates means to judge whether such writing is effective. The studies culminating in this thesis are an aggressive start to addressing these complex questions.

ISBN: 9780542825118Subjects--Topical Terms:

1017897
Education, Sciences.

Toward understanding writing to learn in physics: Investigating student writing.
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245 1 0 $a Toward understanding writing to learn in physics: Investigating student writing.
300 $a 315 p.
500 $a Advisers: Gordon Aubrecht; Lei Bao.
500 $a Source: Dissertation Abstracts International, Volume: 67-08, Section: B, page: 4470.
502 $a Thesis (Ph.D.)--The Ohio State University, 2006.
520 $a It is received wisdom that writing in a discipline helps students learn the discipline, and millions of dollars have been committed at many universities to supporting such writing. We show that evidence for effectiveness is anecdotal, and that little data-based material informs these prejudices. This thesis begins the process of scientific study of writing in the discipline, in specific, in physics, and creates means to judge whether such writing is effective. The studies culminating in this thesis are an aggressive start to addressing these complex questions.
520 $a Writing is often promoted as an activity that, when put into classrooms in specific disciplines, not only helps students learn to write in the methods of that discipline but also helps students learn content knowledge. Students at the Ohio State University are being asked to write more in introductory courses, and the Engineering schools want their students to have more writing skills for the job market. Combined with the desire of many educators to have students be able to explain the course content knowledge clearly, it would seem that writing activities would be important and useful in physics courses. However, the question of whether writing helps learning or whether students learn writing within a non-English classroom helps learning in the discipline are open to debate, and data are needed before such claims can be made.
520 $a This thesis presents several studies aimed at understanding the correlation of writing and content, and tracking and characterizing student writing behaviors to see how they are impacted by writing in physics courses. It consists of four parts: summer and autumn 2005 focus on writing in introductory physics labs with and without explicit instruction, while winter and spring 2006 focus on tracking and analyzing student writing and revising behavior in Physics by Inquiry (PbI).
520 $a With these related projects, we establish three main results. First, there is a need for quantitative studies of Writing to Learn, and in specific of Writing to Learn within physics. Second, we have also made progress in characterizing student behaviors in an effort to quantify the study of writing: the link between writing and learning content is not obvious, and we have shown that students may not even be learning to write through practice in the context of physics. Third, we have developed a valuable new tool, a novel program to track and analyze student writing, that supplies quantitative information about student writing. (Abstract shortened by UMI.)
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