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ERIC Number: EJ1161197
Record Type: Journal
Publication Date: 2017-Nov
Pages: 8
Abstractor: As Provided
ISSN: ISSN-0021-9584
Investigation of the Influence of a Writing-to-Learn Assignment on Student Understanding of Polymer Properties
Finkenstaedt-Quinn, Solaire A.; Halim, Audrey S.; Chambers, Timothy G.; Moon, Alena; Goldman, R. S.; Gere, Anne Ruggles; Shultz, Ginger V.
Journal of Chemical Education, v94 n11 p1610-1617 Nov 2017
We conducted a study to examine how a writing-to-learn assignment influenced student learning of polymer behavior. In particular, we examined the role of specific content and a rhetorical framework as well as a structured writing process including peer review and revision. The student-generated writing was analyzed via a content-directed rubric. Students' conceptual understanding of stress-strain behavior was gauged via a multitiered assessment. Finally, interviews were conducted to probe students' experiences during the writing process. Results indicate that the writing-to-learn assignment was effective in promoting understanding of stress-strain properties, but that further support is needed to help students connect polymer microscopic properties to macroscopic behavior. Specifically, the content requirements and rhetorical framework guided what students included in their writing. Peer review and revision provided students with further opportunities to engage and learn the material.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A