AbstractWe examine the impact of writing-to-learn (WTL) on promoting conceptual understanding of introductory materials science and engineering, including crystal structures, stress–strain behavior, phase diagrams, and corrosion. We use an analysis of writing products in comparison with pre/post concept-inventory-style assessments. For all topics, statistically significant improvements between draft and revision scores are apparent. For the stress–strain and phase diagram WTL assignments that require synthesis of qualitative data into quantitative formats, while emphasizing microstructure-properties correlations, the highest WTL effect sizes and medium-to-high gains on corresponding assessments are observed. We present these findings and suggest strategies for future WTL design and implementation.
Graphic abstract
Writing-to-learn in introductory materials science and engineering