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Efficacy of a metacognitive writing-to-learn exercise in improving student understanding and performance in an engineering Statics course.
- Source :
- Proceedings of the ASEE Annual Conference & Exposition; 2015, p1-11, 11p
- Publication Year :
- 2015
-
Abstract
- The article reports that the efficacy of a metacognitive writing-to-learn exercise in improving student understanding and performance in an engineering statics course. Revision has been practiced in math and chemistry classroom contexts. Some have students revisit old problems in the semester and rewrite their answers in light of new knowledge gained during the semester.
Details
- Language :
- English
- ISSN :
- 21535868
- Database :
- Complementary Index
- Journal :
- Proceedings of the ASEE Annual Conference & Exposition
- Publication Type :
- Conference
- Accession number :
- 116025392