The Effectiveness of Incorporating Conceptual Writing Assignments into Physics Instruction Documents
Karen Cummings and
This preliminary study examines the impact of conceptual writing assignments on student understanding of two physics concepts. Writing assignments covered the concepts of Newton's Third Law and the impulse-momentum relationship and were given to students in both high school and college level introductory physics classes. The students in these classes along with students in classes taught in an identical fashion by the same instructors without the addition of writing assignments were tested on their conceptual understanding of the two content areas. The results of this initial study indicate that the efficacy of this approach varied with topic. This study further indicates that students' benefit from the writing assignments was independent of their writing ability.
- Download PERC06_Cummings.pdf - 143kb Adobe PDF Document
Published January 30, 2007
Last Modified January 29, 2011
This file is included in the full-text index.