@article{12290,
  author = {Jessica Hoehn and Heather Lewandowski},
  title = {Incorporating writing in advanced lab projects: A multiple case-study analysis},
  abstract = {Scientific writing, in the form of lab notebooks, proposals, and reports, is a common element of physics lab classes. Multiweek student-designed projects are growing in popularity, especially in advanced lab courses, and writing may play a unique role in these types of courses. In prior work, we developed a framework of possible goals for writing in physics lab classes. Here, we use that framework as a lens through which to view three different advanced lab courses that include student-designed projects. We conduct a multiple case-study analysis to investigate how these courses incorporate writing to address various goals. We find that both the timescale and the open-ended nature of projects present unique opportunities for having students engage in authentic writing practices.},
  year = {2020},
  journal = {Physical Review Physics Education Research},
  volume = {16},
  chapter = {020161},
  pages = {020161},
  month = {2020-12},
  publisher = {American Physical Society (APS)},
  issn = {2469-9896},
  url = {https://journals.aps.org/prper/abstract/10.1103/PhysRevPhysEducRes.16.020161},
  doi = {10.1103/physrevphyseducres.16.020161},
}