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ERIC Number: ED408169
Record Type: Non-Journal
Publication Date: 1997-Mar
Pages: 17
Abstractor: N/A
Reference Count: N/A
Improving Learning in Chemistry Classes through Original Writing about Chemical Facts.
Nieswandt, Martina
This paper aims to situate a research project in the context of the literature about writing, describe the goals and methods of the project, and present some empirical results from the initial stages of the project. Students in four schools were divided into an experimental group (N=43) and a control group (N=48). The experimental group received specially designed writing tasks and the control group did the homework orally. Four types of writing tasks were used: (1) description of experimental observations; (2) interpretation of experimental observations; (3) explanation of phenomena; and (4) planning a clarifying experiment in the face of a remaining problem. Students' assessments are analyzed for the appropriate use of chemical facts, topic relevance, and text coherence. It was concluded that the appropriate use of chemical facts and concepts remained low throughout the study and that there were no significant differences between the two groups. Contains 26 references. (DDR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Germany