Resumen de Using writing assignments to improve learning in statics: a mixed methods study
Christopher Venters, Cassandra Groen, Lisa D. Mcnair, Marie C. Paretti
Research from the past 10 years suggests that students continue to have difficultly mastering statics content commonlyrequired in engineeringcurricula. Even when students succeed in demonstrating procedural knowledge, they often still lacka deep understanding of core concepts. In this mixed methods study, we explore the potential of a writing-to-learnassignment to enhance students’ conceptual learning in statics. Results from a quantitative analysis of exam grades for 345students show little difference between experimental and control sections, but results from nine qualitative interviews withstudents highlight four different metacognitive activities they applied to the writing-to-learn assignment. The widevariation in students’ approaches to this intervention, coupled with the emerging metacognitive acts, can be used to guidethe development of more effective interventions.
