ERIC Number: ED254405
Record Type: RIE
Publication Date: 1985-Mar-4
Reference Count: 0
Writing as a Process in a University Physical Science Class.
Otto, Paul B.
Writing in general is purported to be an all-important, most neglected area in education, especially in the area of science teaching. Several recognized authorities in the field of writing advocate that writing be taught in all the disciplines as well as in English. Since writing as a "process" rather than a "product" has been suggested by writing authorities, this study was conducted to compare the effect of writing as a process with the effect of writing as a product on the written communication skills of undergraduate students enrolled in a preservice physical science course for elementary school teachers. A pretest/posttest control group design was used. During the semester, control group students wrote papers on experiments they conducted; these papers were graded and returned without written comments. Experimental group students also wrote similar papers; however, these papers were returned without letter grades and with instructions to rewrite the papers based on comments provided by the instructor. To determine if a change in writing competency had taken place, all students wrote a two-page personal experience paper at the beginning (pretest) and end (posttest) of a semester. Results obtained from analyses of these papers show no difference in writing competency between experimental and control group students. (JN)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Science Education Research
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (58th, French Lick Springs, IN, April 15-18, 1985).