ERIC Number: ED197352
Record Type: RIE
Publication Date: 1980
Reference Count: 0
Writing to Think about High School Chemistry.
Wotring, Anne Miller
An English teacher conducting research for a masters degree participated in a high school chemistry class and organized student journal writing in that class so that she could observe the effects of writing as a learning process. Based on the "thinkbook" writing that she and other classmembers did, especially two students who served as case studies, several conclusions were drawn about students who wrote to think about chemistry, including the following: (1) these students wrote both for and to themselves to get the material straight in their minds; (2) they wrote because they were interested in understanding, not just memorizing, the material; (3) they needed to see the material in their own words and in their own order of thought, not only in the words and order in which the material was presented in class by the teacher; (4) they did not need to write about all the material; (5) they wrote when they were rested, when there were few internal or external distractions; (6) they sometimes used their writing later to check or refresh their memories; and (7) as a result of writing to think, they did not need the teacher to explain things over and over. Although writing to think is a procedure that may not be useful to all students, it has been shown to be an effective learning strategy that teachers should consider. (Additional suggestions for using this writing procedure are offered.) (RL)
Publication Type: Reports - Research; Dissertations/Theses - Masters Theses
Education Level: N/A
Authoring Institution: N/A
Identifiers: Journal Writing; Writing across the Curriculum
Note: M.A. Thesis, George Mason University. Appendixes may be marginally legible.