Literaturnachweis - Detailanzeige
| Autor/inn/en | Hoehn, Jessica R.; Lewandowski, H. J. |
|---|---|
| Titel | Incorporating Writing in Advanced Lab Projects: A Multiple Case-Study Analysis |
| Quelle | In: Physical Review Physics Education Research, 16 (2020) 2, Artikel 020161 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Zusatzinformation | ORCID (Hoehn, Jessica R.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 2469-9896 |
| Schlagwörter | Content Area Writing; Writing Assignments; College Science; Science Laboratories; Physics; Curriculum Implementation; Educational Objectives; Affordances; Student Projects; Advanced Courses; Communication Skills; Social Emotional Learning; Scientific Principles; Technical Writing; Proposal Writing |
| Abstract | Scientific writing, in the form of lab notebooks, proposals, and reports, is a common element of physics lab classes. Multiweek student-designed projects are growing in popularity, especially in advanced lab courses, and writing may play a unique role in these types of courses. In prior work, we developed a framework of possible goals for writing in physics lab classes. Here, we use that framework as a lens through which to view three different advanced lab courses that include student-designed projects. We conduct a multiple case-study analysis to investigate "how" these courses incorporate writing to address various goals. We find that both the timescale and the open-ended nature of projects present unique opportunities for having students engage in authentic writing practices. (As Provided). |
| Anmerkungen | American Physical Society. One Physics Ellipse 4th Floor, College Park, MD 20740-3844. Tel: 301-209-3200; Fax: 301-209-0865; e-mail: assocpub@aps.org; Web site: http://prst-per.aps.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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