NotesFAQContact Us
Collection
Advanced
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1199918
Record Type: Journal
Publication Date: 2019-Jan
Pages: 37
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0741-0883
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.
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
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