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Abstract Title: Developing a Framework for Analyzing Student Summaries of Textbooks
Abstract: As part of an ongoing study to develop methods to do quantitative assessment of student writing and therefore measure the effectiveness of writing to learn, a framework was developed to analyze student textbook summary writing in physics.  The framework was based on Waywood, which defines three cognitive levels seen in mathematics journaling: recounting (telling what happened), summarizing (putting it into your own words), and dialoging (sense-making).  This framework was refined, expanded, and tested in the context of analyzing student textbook summary writing in introductory physics.  The students participating in this study were enrolled in the 2007 spring semester of the "Foundation Physics Course" at the University of Cape Town, a component of the special access program which contains mostly second language English speakers.

Waywood, A. (1992) Journal writing and learning mathematics, For the Learning of Mathematics, 12, 2, 34 - 43
Abstract Type: Contributed Poster
Contributed Paper Record: Contributed Paper Information
Contributed Paper Download: Download Contributed Paper

Author/Organizer Information

Primary Contact: Dedra Demaree
Oregon State University
301 Weniger Hall
OSU Physics Dept
Corvallis, OR 97330
Phone: 541-737-1713
Co-Author(s)
and Co-Presenter(s)
Michael Low (Oregon State University), Saalih Allie (University of Cape Town)