Type:

Other

Description:

Members of the Physics and English departments at The Ohio State University and Rochester Institute of Technology are involved in an ongoing study addressing issues related to writing activities in the physics classroom. In summer quarter, 2005, the introductory calculus-based physics lab students wrote essays, some sections with and some without explicit writing instruction. We found a student's essay grade for English correlated strongly with that assigned for physics. In addition, we have studied the location and type of comments made by both physics and English instructors on individual student essays, and the statements students made within their essays. The results from the analysis of our data will be presented.

Subjects:

  • Education > General

Education Levels:

  • Grade 1
  • Grade 6
  • Grade 8
  • Grade 9

Keywords:

oai:nsdl.org:2200/20071203141645378T,Education,NSDL,Physics,Multidisciplinary,Undergraduate (Lower Division),PERC 2006,educational aids,Education Practices,writing across curriculum,Higher Education,NSDL_SetSpec_439869,Vocational/Professional Development Education,Physics Education Research,laboratories,General Physics,Pedagogy,Graduate/Professional,teaching methods

Language:

English

Access Privileges:

Public - Available to anyone

License Deed:

Creative Commons Attribution Non-Commercial Share Alike

Collections:

None
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