Writing-to-learn in introductory materials science and engineering

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