Efficacy of a metacognitive writing-to-learn exercise in improving student understanding and performance in an engineering Statics course

机译：元认知写作对学习练习改善学生理解和绩效在工程静态课程中的疗效

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In science classrooms at both the high school and college level, it is becoming increasingly commonplace to use writing to strengthen students' conceptual understanding of the course content. Since the 1980s, studies of student writing in science classes have shown that conceptual knowledge is increased and concretized through multiple modalities of writing, such as journaling, summary or explanation, laboratory reports, and news articles.

机译：在高中和大学层面的科学课堂上，使用写作越来越普遍，以加强学生对课程内容的概念理解。自20世纪80年代以来，科学课程的学生写作表明，通过多种写作方式增加和混凝土，如日记，摘要或解释，实验室报告和新闻文章。

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《American Society for Engineering Education Annual Conference and Exposition》|2015年||共11页
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Saryn R. Goldberg; Jennifer Andrea Rich; Amy M. Masnick;
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2. Does Motivation Affect Students’ Understanding and Performance in Engineering Statics? [J] . Habibah @ Norehan Hj. Haron, Awaluddin Mohamed Shaharoun, Marlia Puteh, Procedia - Social and Behavioral Sciences . 2012,第2期

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4. Efficacy of a metacognitive writing-to-learn exercise in improving student understanding and performance in an engineering Statics course [C] . Saryn R. Goldberg, Jennifer Andrea Rich, Amy M. Masnick American Society for Engineering Education Annual Conference and Exposition . 2015

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Efficacy of a metacognitive writing-to-learn exercise in improving student understanding and performance in an engineering Statics course

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