Developing pupils' written expression of procedural understanding through the use of writing frames in science: Findings from a case study approach

Warwick, Paul; Stephenson, Philip; Webster, Jane; Bourne, Jane

doi:10.1080/09500690210163251

Cited by 29 publications

(20 citation statements)

References 9 publications

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“…Studies have also explored the processes of writing to learn by examining the cognitive processes and strategies that produce a more in-depth understanding (Keys, 1999a(Keys, , b, 2000Prain & Hand, 1998;Warwick et al, 1999Warwick et al, , 2003. Writing however may have little effect if students dismiss it as unimportant, if they lack confidence or motivation to write, or if they have a poor approach to learning (Taylor et al, 2002).…”

Section: Introductionmentioning

confidence: 96%

In their Own Words: Understanding Student Conceptions of Writing Through their Spontaneous Metaphors in the Science Classroom

Levin

Wagner

2006

Instr Sci

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This article explores student views on writing as shown by the metaphors they use when asked to reflect on their own writing-to-learn tasks in the science classroom. The study examines the metaphors and metaphoric themes of 97 eighth grade students, discusses how they compare to important theories on writing to learn, and explores how student views on writing are affected by their classroom writing experiences. The study shows (1) that the identification of metaphors and clustering them around recurring themes can help to systematize the experiential meanings of writing with reference to four dimensions: cognitive, social, emotional and meta-cognitive; (2) that student views on writing correspond to various theoretical models, but are not identical to them; (3) that metaphor use is strongly affected by student writing experiences and that writingto-learn tasks, feedback and reflective writing greatly influence student views on writing; and finally, (4) the study found two multidimensional conceptualizations reflected in the student metaphors, corresponding to the constructivist and transmission views of teaching and learning.

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Section: Introductionmentioning

confidence: 96%

In their Own Words: Understanding Student Conceptions of Writing Through their Spontaneous Metaphors in the Science Classroom

Levin

Wagner

2006

Instr Sci

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“…I flere sammenhenger framheves skriveramme også som verktøy til å utvikle og uttrykke faglig forståelse (Riley & Reedy, 2005;Warwick, Stephenson, Webster & Bourne, 2003), og gjennomgående understrekes viktigheten av at rammene inngår i en laererstyrt prosess, og ikke brukes som utfyllingsskjema (Lewis & Wray, 2002, s. 2).…”

Section: Innledningunclassified

“…Metaspråklig bevissthet framheves i flere sammenhenger som en viktig komponent i arbeid med tekst (Rose & Martin, 2012, s. 18;Gee, 2015, s. 198), og som en forutsetning for å delta og ta ansvar for problemløsning innenfor ulike faglige diskurser (Kleve og Penne, 2012;Warwick et al, 2003). Bruk av skriveramme som utgangspunkt i en samtale om tekst gir altså elevene tilgang til metaspråket der arbeidet med teksten og samtalene om teksten er to sider av samme sak.…”

Section: Skriveramme Og Metaspråklig Bevissthetunclassified

Skriveramme som støtte i arbeidet med fagskriving? Studie av 8. klasse elevers tekstskaping i samfunnsfag

Øgreid

2016

ADNO

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“…The results of the study showed that the treatment group improved their understanding of the concepts and outperformed a control group on post-tests about cellular concepts. Similarly, a study in the UK with fourth-grade, sixth-grade and seventh-grade children also showed that the use of a writing frame (or heuristic) that helps children focus attention on the "thinking behind the doing" in science investigations, improves the children's metacognition and understanding of science as expressed in group discussions (Warwick, Stephenson, Webster, & Bourne, 2003).…”

Section: Writing As Situated Activitymentioning

confidence: 99%

Writing an Ecological Mystery in Class: Merging genres and learning science

Ritchie

Rigano

Duane³

2008

International Journal of Science Education

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Reading and writing stories with science-related themes make it possible for students to develop interest in and capacity for scientific thinking when specialist science and more popular genres converge. As well, feminist scholars have called for greater use of creative-writing activities in school science to counter students' disengagement in participating in science discourses. Yet few studies have been conducted into how students construct meaning as fictional and non-fictional science genres are merged in writing activities. The purpose of this interpretive study was to investigate what happens as a class of fourth-grade children co-creates a publishable eco-mystery -that integrates both fiction and non-fiction -with their teacher. Interpretations are organized around two themes; namely, when genres clash, and scaffolding science learning. The study asserts that: the children's engagement and interest in the writing tasks were sustained across genres; and the children demonstrated fluency in their use of canonically accurate knowledge of ecological/biological concepts embedded in the eco-mystery with scaffolding from their teacher. Additional evidence suggests that the children's fluency with scientific registers had more than a short-term effect.

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Developing pupils' written expression of procedural understanding through the use of writing frames in science: Findings from a case study approach

Cited by 29 publications

References 9 publications

In their Own Words: Understanding Student Conceptions of Writing Through their Spontaneous Metaphors in the Science Classroom

In their Own Words: Understanding Student Conceptions of Writing Through their Spontaneous Metaphors in the Science Classroom

Skriveramme som støtte i arbeidet med fagskriving? Studie av 8. klasse elevers tekstskaping i samfunnsfag

Writing an Ecological Mystery in Class: Merging genres and learning science

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