The effect of implementation of science writing heuristic on students’ achievement and attitudes toward laboratory in introductory physics laboratory

Erkol, Mehmet; Kışoğlu, Mustafa; Büyükkasap, Erdoğan

doi:10.1016/j.sbspro.2010.03.327

Cited by 14 publications

(11 citation statements)

References 4 publications

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“…In contrast to the Gupta et al study, the Erkol et al study describes an SWH approach that is mostly focused on students using the SWH template. While the authors do mention "student-centered classroom pedagogy including intra-and inter-group discussions and students' nontraditional writings" (Erkol et al, 2010(Erkol et al, , p. 2311), there does not appear to be the same level of intentional scaffolding of each SWH question as in the Gupta et al study, even though they are working with students at the same level (first-year undergraduates). In comparing the "reflection" sections in each, we found that the Gupta et al study's SWH template calls for "discussion of topics for reflection on the overall experimental investigation, errors, and applications" (2015, p. 33).…”

Section: Analysis Of Swh Pairmentioning

confidence: 88%

“…At the beginning of the template, students are invited to consider "what are my questions?" (Erkol, Kışoğlu, & Büyükkasap, 2010, p. 2311. As students continue to interact with the phenomena they are studying, they eventually work their way inductively to a claim, and they must consider what evidence will support the claim they wish to make.…”

Section: Analysis Of Swh Pairmentioning

confidence: 99%

“…Not only was each component present, but all four components were robustly implemented and assessed with a well-aligned measurement that validated the study's impressive learning outcomes. Erkol et al (2010). These authors studied 42 first-year students in science education, with a control group of 20 and a treatment group of 22.…”

Section: Analysis Of Swh Pairmentioning

confidence: 99%

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Writing and Conceptual Learning in Science: An Analysis of Assignments

Gere

Limlamai

Wilson

et al. 2018

Written Communication

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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.

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Section: Analysis Of Swh Pairmentioning

confidence: 88%

Section: Analysis Of Swh Pairmentioning

confidence: 99%

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Writing and Conceptual Learning in Science: An Analysis of Assignments

Gere

Limlamai

Wilson

et al. 2018

Written Communication

View full text Add to dashboard Cite

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“…The scientific writing heuristic (SWH) approach is seen by some experts as being able to bridge this. SWH was developed by Brian Hand who guide students to think inquiry (Erkol, Kişoǧlu, & Büyükkasap, 2010). The steps in SWH help students carry out the negotiation and exploration phases in the process of understanding various empirical findings to find concepts.…”

Section: Introductionmentioning

confidence: 99%

The Use of Scientific Writing Heuristics (SWH) to Build Rebuttal Abilities in Scientific Argumentation

et al. 2019

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The research aims to build and measure students' abilities in rebuttal using the Scientific Writing Heuristic (SWH) approach. This mixed-method research method was carried out for 5 months on 38 students, at a high school in West Java, Indonesia. The issue of socioscientific genetics is given the theme of Genetic Modified Organisms with rebuttal measurements using the updated Toulmin argumentation framework. Qualitative and quantitative data are taken in this article in the form of argumentation before, during, and after treatment; coupled with deep interviews and questionnaires as well as observation of discussions. The results showed there were changes and improvements in rebuttal ability by 27.15% (30 students). The distribution of the strength of evidence is at most level 2 at 48.7% with a weak category, at level 3 at 30.8% with a strong enough category, at level 4 at 20.5% with a strong category.

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“…It also has been implemented in physics laboratories as reported by Erkol et al (2010). In this study, a topic in physics in the mechanic unit was evaluated.…”

Section: Science Writing Heuristic (Swh) Approachmentioning

confidence: 99%

Examining Hispanic students' science learning in an argument-based inquiry classroom

Aguirre-Mendez¹

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v Glory, I have done all of this for you. I want you to see that you can achieve all you want in your life. You have all the potential in the world. I want you to do all that gives you passion in life and I want you to enjoy life at the same time. Lucas, this is for you too. You are so special that later when you are able to read you will know I did this for you. Finally, I am deeply and highly grateful to my husband, Carlos; I love you and appreciate your encouragement from the first moment to pursue my PhD. Thanks for the sacrifices you made during my whole graduate program. Without your help and unconditional love, this would not have been possible. vi ABSTRACT The Hispanic population in the United States experiences many challenges in education that have placed them behind their Euro-American counterparts in terms of achievement. These challenges are associated with socioeconomic status and family structure, educational expectations, and low-quality schooling in the elementary grades. The purpose of this study was to examine how Hispanic students construct science learning in an argument-based inquiry classroom. This research constituted a qualitative case study grounded in a sociocultural constructivist framework. Data was collected using a variety of qualitative techniques, including nonparticipant observations, analysis of semi-structured interviews, audio recordings, and transcription. The focal participants of this study were three Hispanic students, two in fifth grade and one in fourth grade. Findings indicated that the two aspects of an argument-based inquiry approach (laboratory activities and cooperative negotiation) impacted students' learning in science under diverse factors. These factors included importance of dialogue, importance of classroom setting (grouping and time allotment), and importance of various learning tools. Students also encountered particular challenges while they were involved in this learning context. These challenges involved developing connections between claims and evidence, classroom routines and decisions, administrative decisions of the school, issues associated with group conforming or pairing up students, and language issues. This study provides implications for science education policies, teaching practices, and research in science learning improvement for minority students.

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The effect of implementation of science writing heuristic on students’ achievement and attitudes toward laboratory in introductory physics laboratory

Cited by 14 publications

References 4 publications

Writing and Conceptual Learning in Science: An Analysis of Assignments

Writing and Conceptual Learning in Science: An Analysis of Assignments

The Use of Scientific Writing Heuristics (SWH) to Build Rebuttal Abilities in Scientific Argumentation

Examining Hispanic students' science learning in an argument-based inquiry classroom

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