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ERIC Number: ED382992
Record Type: RIE
Publication Date: 1995-May-5
Pages: 61
Abstractor: N/A
Reference Count: N/A
Writing for Physics Mastery.
Weber, Stephen W.
A study examined the effectiveness of incorporating writing as a tool to master the concepts of physics. Subjects were students in the three traditional physics classes and one non-math or conceptual physics class at East High School in Rockford, Illinois. The instructor tried a variety of methods--students wrote criticisms of Carl Sagan videos, wrote their own examples of a "system" after a lecture on the First Law of Thermodynamics, wrote their own test questions, drew pictures illustrating physical concepts, and wrote about personal experiences with physical concepts. Students looked forward to the writing assignments and their learning was far more auditory, synthesizing, and analyzing than the instructor ever realized. Most students did not like objective tests, and many preferred to take essay tests home and work on them for several days. Almost all students liked the group tests and the make-up-your-own tests. Findings suggest that using writing activities in the physics classroom can make physics less mystifying, less frightening, and more accessible to every student. (Contains 21 references. Appendixes present a list of several writing prompts, 13 lesson activities, and instructions for a laboratory activity involving hand-made ice cream.) (RS)
Publication Type: Dissertations/Theses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Illinois (Rockford)
Note: Master of Education Project, National-Louis University.