The use of writing-to-learn in the science classroom is known to promote conceptual understanding. However, the ways in which writing may influence learning are not well understood. In this study, we investigated how a particular writing activity impacted student learning of introductory quantum mechanics.  The activity required students to undergo a process of writing, peer review, and revision with the goal of learning about the quantum mechanical nature of atoms and molecules. Through their writing students described the interactions between light and matter to explain the use of spectroscopy to understand star-forming regions of the Orion Nebula. Three-tiered (multiple choice, short answer, and confidence) pre- and post- assessments were used to compare between students who completed the writing assignment and students who completed a more traditional problem set. Additional data, including semi-structured interviews with students, a feedback survey, and all writing artifacts, were collected. During our session we will describe what these data reveal about the relationship between this writing-to-learn activity and student learning of this topic.<br/>

Development and implementation of a writing-to-learn intervention in introductory quantum mechanics

253rd National Meeting (2017)

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