Exploratory writing in student learning

Lee, Juyoung; Son, Jihyeong; Settle, Quisto

doi:10.1080/17543266.2015.1099167

Cited by 4 publications

(8 citation statements)

References 15 publications

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“…In these activities, the digitally mediated meaning-making activities were exploratory. In this study, exploratory meaning-making was defined as meaning-making to let the individual connect the outer world with his/her inner world (Lee, Son & Settle, 2016). When the teachers reasoned that this kind of activity was part of their teaching, they referred to conceptual changes in the roles of teachers and students.…”

Section: Being Your Own Architectmentioning

confidence: 99%

Young L2-learners' meaning-making in engaging in computer-assisted language learning

2021

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<p>This study explores how newly arrived young students created meaning, communicated, and expressed themselves using digital technology in the subject of Swedish as a second language (SSL). The qualitative case study presented in this article focuses on how the orchestration of teaching contributed to opportunities for digital meaning-making in the SSL subject in four classrooms at three schools in a city in Sweden. The notion of language as being fluid, which involves a critical approach to languages as separable entities, considers linguistic and embodied meaning-making, including digital technology, in social processes. This approach recognizes the roles of technology and digital meaning-making in young students’ second language acquisition. Moreover, technological innovations facilitate immediate and accessible communication. In today’s language studies, ethnicity only is not considered an adequate focus of analysis. Furthermore, the meaning-making practices of newly arrived primary school-aged students remain under-investigated. In the present study, data collected in classroom observations and teacher interviews revealed three themes regarding the students’ utilization of digital technology to develop their multilingual skills. One insight was that the newly arrived students used digital technology strategically when they engaged in meaning-making activities with peers and teachers. When the students took the initiative in computer-assisted language learning, they displayed agency in meaning-making by being their own architects. The findings of this research provided insights into how the orchestration of teaching in Swedish as a second language to newly arrived students affects their opportunities to use multilingualism in meaning-making while employing digital technology.</p>

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Section: Being Your Own Architectmentioning

confidence: 99%

Young L2-learners' meaning-making in engaging in computer-assisted language learning

2021

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“…Exploratory writing is a term with no widely agreed upon academic definition. Lee et al articulated exploratory writing as "the act of pre-writing for a final writing piece to examine a writer's own thoughts and beliefs and discover more about his/her inner mind and connect to the outside world" [29]. Pre-writing is a "stage of discovery in the writing process when a person assimilates his 'subject' to himself" [39].…”

Section: Exploratory Writing and Complex Searchmentioning

confidence: 99%

“…Exploratory writing may be used to focus ideas and investigate questions [6]. Exploratory writing thus involves and develops critical thinking and reflection [29]. Consequently, one domain in which mentions of the term exploratory writing can be found in the literature is teaching of writing and active learning, e.g.…”

Section: Exploratory Writing and Complex Searchmentioning

confidence: 99%

“…Consequently, one domain in which mentions of the term exploratory writing can be found in the literature is teaching of writing and active learning, e.g. in [6,17,29]. Bean, for instance, recommends exploratory writing as an informal writing assignment for use in classrooms to promote critical thinking and learning in students [6].…”

Section: Exploratory Writing and Complex Searchmentioning

confidence: 99%

“…Writing an article typically requires creative thinking and foraging for further information [37]. Exploratory writing [6,29] has been used in the literature to describe the cognitive exploration of information with the aim of gathering information for a writing piece, primarily in the context of fictional writing or teaching. While this term has no clear and widely agreed upon definition in academic literature, in this paper we define exploratory writing as writing aimed at exploring, understanding and reflecting upon different perspectives of a specific topic.…”

Section: Introductionmentioning

confidence: 99%

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Search Support for Exploratory Writing

Oppenlaender

Kuosmanen

Gonçalves

et al. 2019

Human-Computer Interaction – INTERACT 2019

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Writing articles involves searching, exploring, evaluating and reflecting upon different perspectives. To this end, online search engines are commonly used tools to support writing. However, online search engines, such as Google, fall short in supporting complex queries that satisfy multiple criteria simultaneously. In this paper, we present our studies with GAS, a crowd-powered tool that allows writers to discover viewpoints, solutions and ideas that best fulfil multiple criteria simultaneously. Our user studies validate GAS as a beneficial companion to online search engines in supporting writing. We found that GAS helps people come up with ideas and write with more confidence, resulting in a higher self-reported article quality and accuracy when compared to only using an online search engine. Through our experiments, we also develop an understanding of the distinct process that people employ when searching for and exploring open-ended, subjective information to support exploratory writing.

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Chemistry in Everyday Life: A Context-Based Course for High School Students Incorporating Household Application Topics with Explanatory Writing Assignments

Boonanunt,

Jomnum,

Chancharoenrith

2024

J. Chem. Educ.

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Chemistry in Everyday Life, a foundation level course, was developed and implemented for high school students at the Thammasat Secondary School, Thailand. The course was designed around the topic of influencing household attitudes about the relevance of chemistry. The goal was affective instructional engagement in beginning chemistry student learning. Principal chemistry content was taught, addressing three household-related items: (i) polymeric material utensils; (ii) detergents or cleaning products; and (iii) liquid hydrocarbon-based petroleum for vehicles. One research mode was to integrate explanatory writing assignments to help students identify socioscientific issues and conceptualize lesson content. Students understood chemistry concepts by constructing individual explanations of scientific phenomena. The quality of student submissions, learning difficulties, and course evaluations were evaluated. Results indicate that the course boosted student interest and self-efficacy in the chemistry learning engagement.

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Exploratory writing in student learning

Cited by 4 publications

References 15 publications

Young L2-learners' meaning-making in engaging in computer-assisted language learning

Young L2-learners' meaning-making in engaging in computer-assisted language learning

Search Support for Exploratory Writing

Chemistry in Everyday Life: A Context-Based Course for High School Students Incorporating Household Application Topics with Explanatory Writing Assignments

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