Abstract

The Course Dossier Method is a writing-to-learn tool based upon Gadamer’s hermeneutical approach (Gadamer, 2004) and scaffolding using student reviewers based upon social constructivism (Vygotsky, 1978). This method is usually used for non-science students. The course PHYS 200 (From Particles to Galaxies) was offered for non-science students (without requiring any mathematical problems) in the winter semester 2014 at Concordia University. This method was also used in the regular physics course PHYS 456 (Classical Electrodynamics) in 1995.
In this method students used different kinds of writing activities (during the course): writing reflections (before class), ‘Critiques’ (after class) and final essay writing (Course Dossier with six entries) at the end of the course in lieu of the final exam for non-science students. For science students this method was used in conjunction with other activities. This research investigated in what way the ‘Course Dossier Method’ improves students’ general understanding of concepts using writing different procedures and reviewers’ comments.
Traditional learning techniques for the classroom is often ineffective in helping students grasp concepts. The purpose of this study is to help students learn in an active learning environment and promote their scientific thought into a higher level. Comparing students’ earlier Critiques with later Critiques and also with students’ Course Dossiers, we found that that students’ general understanding of physics concepts improved.