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ERIC Number: ED536316
Record Type: Non-Journal
Publication Date: 2012
Pages: 16
Abstractor: ERIC
Reference Count: 19
ISBN: N/A
ISSN: N/A
Balancing Self-Directed Learning with Expert Mentoring: The Science Writing Heuristic Approach
Shelley, Mack; Fostvedt, Luke; Gonwa-Reeves, Christopher; Baenziger, Joan; McGill, Michael; Seefeld, Ashley; Hand, Brian; Therrien, William; Taylor, Jonte; Villanueva, Mary Grace
Society for Research on Educational Effectiveness
This study focuses on the implementation of the Science Writing Heuristic (SWH) curriculum (Hand, 2007), which combines current understandings of learning as a cognitive and negotiated process with the techniques of argument-based inquiry, critical thinking skills, and writing to strengthen student outcomes. Success of SWH is dependent on the teachers who are implementing the curriculum in the classroom. Central to the SWH philosophy is the emphasis on self-direction. An often mistaken assumption regarding self-direction is that students are doing all of the work. A key to mastery is what is put in front of the student. As important as the emphasis on self-direction is the selection of appropriate materials leading to achievable endpoints. The degree of success of the SWH curriculum relies on an appropriate balance of self-direction and expert mentoring, which necessarily is the blend of the students and the work they are doing. SWH requires that the teacher adapts, stops, redirects, responds, and so on. Great problems often are solved by beginners or novices to the field. The best teachers appreciate the beginner's mind and do not get in the way, even when something appears like a false start. Appended are: (1) References; and (2) Tables and Figures. (Contains 3 figures and 6 tables.)
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)