ERIC Number: EJ1199918
Record Type: Journal
Publication Date: 2019-Jan
Pages: 37
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0741-0883
EISSN: N/A
Writing and Conceptual Learning in Science: An Analysis of Assignments
Gere, Anne Ruggles; Limlamai, Naitnaphit; Wilson, Emily; MacDougall Saylor, Kate; Pugh, Raymond
Written Communication, v36 n1 p99-135 Jan 2019
This systematic review of 46 published articles investigates the constructs employed and the meanings assigned to writing in writing-to-learn assignments given to students in science courses. Using components of assignments associated with the greatest learning gains--meaning making, clear expectations, interactive writing processes, and metacognition--this review illuminates the constructs of writing that yield conceptual learning in science. In so doing, this article also provides a framework that can be used to evaluate writing-to-learn assignments in science, and it documents a new era in research on writing to learn in science by showing the increased rigor that has characterized studies in this field during the past decade.
Descriptors: Writing Assignments, Science Instruction, Metacognition, Writing Processes, STEM Education, Elementary School Students, Secondary School Students, College Students, Science Education
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Publication Type: Journal Articles; Information Analyses
Education Level: Elementary Education; Secondary Education; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A