Tracking and Analyzing Student Writing in Physics by Inquiry

Details Tracking and Analyzing Student Writing in Physics by Inquiry Tracking and Analyzing Student Writing in Physics by Inquiry

Dec 2006

adsabs.harvard.edu/cgi-bin/nph-data_query?bibcode=2006aas...20920508d&link_type=abstract

2007 AAS/AAPT Joint Meeting, American Astronomical Society Meeting 209, #205.08; Bulletin of the American Astronomical Society,

Physics

Physics Education

Scientific paper

The Ohio State University Physics Education Research Group (OSU PERG) developed a novel word tracking program for analyzing student writing. In an ongoing study of writing to learn, this tracking program was used during Spring Quarter 2006 to characterize patterns in student writing and to look for correlations between student writing behaviors and course grades in Physics by Inquiry at OSU. In addition, we look to see if writing behavior changes with practice. The overall aim is to see if we can quantify student writing behaviors, determine if the practice of writing in physics classes impacts student writing, and if any writing behaviors are correlated with content understanding. Although we find interesting patterns in student behaviors and some suggestive results, overall there are few consistent behaviors or correlations in the data. In addition there is no indication that practice in writing impacted student behaviors.

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