Exploring the use of a writing-to-learn activity embedded with multiple modes using ‘<i>Popplet</i>’ on pre-university students’ alternative conceptions on transition metals

Balasundram, Nilavathi; Karpudewan, Mageswary

doi:10.1039/d0rp00119h

Cited by 7 publications

(4 citation statements)

References 60 publications

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“…While the CER literature demonstrates an increase in the use of writing to support learning, − there is less research on utilizing writing to support positive affective learning experiences , and, more specifically, to support students in identifying the relevance of course content. A subset of research on writing assignments in chemistry classrooms describes how incorporating authentic contexts increases student investment, and thus supports the learning that can occur. , Research on these assignments demonstrates that, in addition to supporting students’ abilities to write about chemistry principles and craft scientific arguments, they help students identify connections between content covered within and between chemistry courses, and help students identify the relevance of the course content outside of the chemistry classroom.…”

Section: Introductionmentioning

confidence: 99%

Student Perceptions of Learning in Biochemistry Using a Science Communication Focused Writing Assignment

et al. 2022

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With the highly interdisciplinary nature of biochemistry, and the diverse range of students taking introductory biochemistry courses, it can be difficult to incorporate authentic applications of course content that appeal broadly to students. However, it is important to engage students‘ learning at the affective level. One mode to achieve this goal is by incorporating assignments that support students in identifying the relevance of course content and the skills they are learning. In this study we incorporated an assignment that placed students in the role of science communicators, where they attended a research seminar and then wrote a summary of the research, connecting it to course content. We interviewed students about their experiences with the assignment to identify the ways in which it appealed to them affectively and influenced their perceived learning. Our results indicate that both components supported students to identify the relevance of biochemistry on a personal and societal level, as well as supported students’ perceived understanding of biochemistry concepts. Thus, incorporating assignments that encourage students to build their own connections with biochemistry content can be beneficial to their affective learning.

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Section: Introductionmentioning

confidence: 99%

Student Perceptions of Learning in Biochemistry Using a Science Communication Focused Writing Assignment

et al. 2022

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“…The chemistry education literature similarly demonstrates an increase in the use of writing to support conceptual learning and disciplinary thinking. − ,− ,,− One assignment design approach involves having students write in response to a science communication context to engage them with chemistry content. − Another type of writing assignment implemented in a chemistry setting prompted students to incorporate various representations into their writing; the students who did so developed better conceptual understanding of chemistry content . Learning through writing has also been supported in chemistry contexts by incorporating peer interactions and iterative writing through tools such as Calibrated Peer Review (CPR). , In one such study, students who used CPR when writing about acid–base problems created better explanations compared to those who did not .…”

Section: Writing-to-learn In Chemistrymentioning

confidence: 99%

Praxis of Writing-to-Learn: A Model for the Design and Propagation of Writing-to-Learn in STEM

et al. 2021

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Writing is a key disciplinary practice in STEM used to construct scientific knowledge and communicate research findings. With its role in the scientific process, writing is often incorporated into STEM classrooms to train students in scientific writing. The importance of incorporating writing in STEM classrooms is heightened by the role it can play in supporting student learning of disciplinary knowledge and thinking. However, the characteristics of a writing assignment can shape how and what students are learning. Although faculty recognize the value of writing in instruction, they often face barriers that constrain the amount and types of writing they incorporate into their classes. This article describes the design and propagation of Writing-to-Learn assignments in introductory STEM courses at the University of Michigan through the MWrite program. Our aim is to present a framework that could inform similar efforts from the classroom to institutional levels. The Writing-to-Learn assignment design described herein incorporates a context-driven prompt followed by content-focused peer review and revision. We also describe the structures incorporated into the MWrite program to support the large-scale implementation of writing in high-enrollment introductory STEM courses.

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“…Similarly, Gupte et al (2021) explained the effect of writingto-learn activities on students' meaningful learning. Balasundram and Karpudewan (2021), who aimed to improve students' concept learning through writing, combined writing-to-learn activities with technology, while Sintiawati, Sinega and Karim (2021) intended to improve students' concept learning and communication skills through the strategy of writing-to-learn.…”

Section: Writing-to-learn Modelmentioning

confidence: 99%

I Wrote, I Was Evaluated, and I Learned an Alternative Teaching Process in Distance Education: Writing-to-Learn

Kayaalp¹,

Meral²,

Namlı³

2021

PERR

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Distance education has become an essential part of life on a global scale during the COVID-19 pandemic. This process has driven all education stakeholders, who focus on providing learning outcomes without any loss, to alternative teaching models. The aim of this study is to examine the extent of the effects of writing-to-learn activities integrated into the distance education process on learning. Conducted as an action research, this study consisted of 42 Year 4 undergraduate prospective teachers studying Social Studies Teaching. A variety of writing-to-learn activities and semi-structured interview forms were used as data collection tools. While writing-to-learn activities were evaluated with holistic rubric, the opinions of prospective teachers were analyzed by content analysis. As a result, it was concluded that writing-to-learn activities included in distance education made significant contributions to the development of students throughout the application process. The activities were found effective on learning since they involved students in the process and facilitated permanent learning. It is understood from the opinions of the prospective teachers that an enjoyable and quality learning can be achieved with such activities included in the study, even from a distance. Based on the results, it can be stated that the writing-to-learn model is an alternative learning approach that can be used in distance education.

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Exploring the use of a writing-to-learn activity embedded with multiple modes using ‘Popplet’ on pre-university students’ alternative conceptions on transition metals

Abstract: A study of transition metals includes studying the physical and chemical properties of first-row d block metals in the Periodic Table. The curriculum on transition metals emphasizes learning the physical...

Cited by 7 publications

References 60 publications

Student Perceptions of Learning in Biochemistry Using a Science Communication Focused Writing Assignment

Student Perceptions of Learning in Biochemistry Using a Science Communication Focused Writing Assignment

Praxis of Writing-to-Learn: A Model for the Design and Propagation of Writing-to-Learn in STEM

I Wrote, I Was Evaluated, and I Learned an Alternative Teaching Process in Distance Education: Writing-to-Learn

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