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ERIC Number: EJ814916
Record Type: Journal
Publication Date: 2006
Pages: 8
Abstractor: As Provided
Reference Count: 20
ISSN: ISSN-1715-2461
Building Concepts through Writing-to-Learn in College Physics Classrooms
Bullock, Shawn
Ontario Action Researcher, v9 n2 article 2 2006
This paper draws on an action research inquiry into my teaching practice featuring careful analysis of the experiences of some of the students in my college-level introductory college physics course. Specifically, the research describes and interprets the role of Writing-to-Learn pedagogies in a physics classroom with a view to exploring how such pedagogies can support meta-cognitive learning behaviours. The research concludes that while Writing-to-Learn tasks in physics classrooms can support the development of a conceptual understanding of physics, teachers should be mindful of the fact that students' prior experiences in tertiary education play a significant factor in their ability to engage in meta-cognitive writing tasks.
Nipissing University. 100 College Drive, Box 5002, North Bay, Ontario, P1B 8L7 Canada. Tel: 705-474-3450; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada