Less is more in physics: a small-scale Writing in the Disciplines (WiD) intervention

This article reports on a Writing in the Disciplines (WiD) intervention for first year undergraduate physics (and joint Honours) students. A short (200-250 word) assignment was designed to maximise studentsÃ¢â¬â¢ learning of specific scientific writing practices, including writing with appropriate c...

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Autores principales:	Alessandro Narduzzo, Trevor Day
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2012
Materias:	Writing in the Disciplines physics education peer assessment Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/07d17fe272934e0486056a76fa8628db
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id	oai:doaj.org-article:07d17fe272934e0486056a76fa8628db
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spelling	oai:doaj.org-article:07d17fe272934e0486056a76fa8628db2021-11-29T14:04:06ZLess is more in physics: a small-scale Writing in the Disciplines (WiD) intervention10.47408/jldhe.v0i0.1821759-667Xhttps://doaj.org/article/07d17fe272934e0486056a76fa8628db2012-11-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/182https://doaj.org/toc/1759-667XThis article reports on a Writing in the Disciplines (WiD) intervention for first year undergraduate physics (and joint Honours) students. A short (200-250 word) assignment was designed to maximise studentsÃ¢â¬â¢ learning of specific scientific writing practices, including writing with appropriate clarity and academic style for a target audience, incorporating mathematical expressions in text, creating diagrams and referring to them in text, and appropriately using citing and referencing. Peer marking was employed to offer students formative feedback before they completed the assignment. The success of the assignment as a vehicle for student learning was evaluated by reviewing the studentsÃ¢â¬â¢ submissions and marks awarded, and through ten studentsÃ¢â¬â¢ reported focus group responses to the experience of carrying out the assignment, their reaction to peer marking, and their responses to the assessorÃ¢â¬â¢s written and verbal feedback. The effectiveness of the assignmentÃ¢â¬â¢s content and process, and the peer marking, are briefly discussed, and suggestions made as to how to improve this or similar assignments in future years.Alessandro NarduzzoTrevor DayAssociation for Learning Development in Higher Education (ALDinHE)articleWriting in the Disciplinesphysics educationpeer assessmentTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education (2012)
institution	DOAJ
collection	DOAJ
language	EN
topic	Writing in the Disciplines physics education peer assessment Theory and practice of education LB5-3640
spellingShingle	Writing in the Disciplines physics education peer assessment Theory and practice of education LB5-3640 Alessandro Narduzzo Trevor Day Less is more in physics: a small-scale Writing in the Disciplines (WiD) intervention
description	This article reports on a Writing in the Disciplines (WiD) intervention for first year undergraduate physics (and joint Honours) students. A short (200-250 word) assignment was designed to maximise studentsÃ¢â¬â¢ learning of specific scientific writing practices, including writing with appropriate clarity and academic style for a target audience, incorporating mathematical expressions in text, creating diagrams and referring to them in text, and appropriately using citing and referencing. Peer marking was employed to offer students formative feedback before they completed the assignment. The success of the assignment as a vehicle for student learning was evaluated by reviewing the studentsÃ¢â¬â¢ submissions and marks awarded, and through ten studentsÃ¢â¬â¢ reported focus group responses to the experience of carrying out the assignment, their reaction to peer marking, and their responses to the assessorÃ¢â¬â¢s written and verbal feedback. The effectiveness of the assignmentÃ¢â¬â¢s content and process, and the peer marking, are briefly discussed, and suggestions made as to how to improve this or similar assignments in future years.
format	article
author	Alessandro Narduzzo Trevor Day
author_facet	Alessandro Narduzzo Trevor Day
author_sort	Alessandro Narduzzo
title	Less is more in physics: a small-scale Writing in the Disciplines (WiD) intervention
title_short	Less is more in physics: a small-scale Writing in the Disciplines (WiD) intervention
title_full	Less is more in physics: a small-scale Writing in the Disciplines (WiD) intervention
title_fullStr	Less is more in physics: a small-scale Writing in the Disciplines (WiD) intervention
title_full_unstemmed	Less is more in physics: a small-scale Writing in the Disciplines (WiD) intervention
title_sort	less is more in physics: a small-scale writing in the disciplines (wid) intervention
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2012
url	https://doaj.org/article/07d17fe272934e0486056a76fa8628db
work_keys_str_mv	AT alessandronarduzzo lessismoreinphysicsasmallscalewritinginthedisciplineswidintervention AT trevorday lessismoreinphysicsasmallscalewritinginthedisciplineswidintervention
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Less is more in physics: a small-scale Writing in the Disciplines (WiD) intervention

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