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ERIC Number: EJ1180406
Record Type: Journal
Publication Date: 2013-Nov
Pages: 10
Abstractor: As Provided
ISSN: ISSN-0119-5646
Effect of Writing-to-Learn Strategy on Undergraduates' Conceptual Understanding of Electrostatics
Atasoy, Sengül
Asia-Pacific Education Researcher, v22 n4 p593-602 Nov 2013
The purpose of this study is to explore the effect of Writing-to-Learn (WTL) strategy on undergraduates' conceptual understanding of electrostatics. The sample of the study was 54 university students registered at elementary school mathematics education department. While the experimental group was asked to conduct WTL activities like explanatory writing, the teachers in the control group carried on their classes with traditional methods like questioning. Conceptual discussions were made during the instruction in both groups. The data of the study were gathered by Electrostatics Conceptual Test. The data were analyzed both qualitatively and quantitatively. The results of the study showed that there was a significant difference between the levels of improvement of conceptual understanding in groups favoring the experimental group. It was suggested that writing-based activities should be used to improve the conceptual understanding of students in numerical calculation-based courses like physics and mathematics.
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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