Embedded Files
During my PhD, I had the rare opportunity to develop an English writing course on “Writing Science” for first-year college students. I also had the opportunity to conduct and publish research on the effect of writing assignments and peer reviews on introductory material science courses. This part of the research later became part of my PhD thesis (Chapter 6).
I aim to answer these questions with the study below:
What is the effect of writing on undergraduate STEM education
How to develop better curriculum and institution support for STEM students
Can writing assignments help STEM students? How can writing assignments help STEM students?
Can writing assignments help STEM students? How can writing assignments help STEM students?
Writing-to-learn (WTL) assignments impact students' conceptual understanding in introductory materials science and engineering courses. Improvements in understanding key topics such as crystal structures, stress-strain behavior, phase diagrams, and corrosion were especially outstanding. WTL assignments involving peer review and revisions resulted in significant gains in content comprehension, particularly for topics requiring qualitative and quantitative data synthesis. WTL effectively enhances conceptual learning and discipline-specific thinking but needs to be implemented with strategies.
For the full study, see: Writing-to-Learn in introductory Materials Science and Engineering, L. Marks, H. Lu [co-first author], T. Chambers, and S. Finkenstaedt-Quinn, and R.S. Goldman, MRS Communication (2022) https://doi.org/10.1557/s43579-021-00114-z
Page updated
Google Sites
Report abuse