Using a Science Writing Heuristic to enhance learning outcomes from laboratory activities in seventh‐grade science: quantitative and qualitative aspects

Hand, Brian; Wallace, Carolyn W.; Yang, Eun‐Mi

doi:10.1080/0950069032000070252

Cited by 192 publications

(152 citation statements)

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“…Germane to this focus on disciplinary texts, many scholars define proficient adolescent literacy skills more specifically as the ability to read, interpret, critique, and produce the discourse of a disciplinary area (Bain, 2006;Hand, Wallace, & Yang, 2004;Lee, 2005;Wineburg, 2001;Wineburg & Martin, 2004). These scholars argue that to learn in a content area, young people need access to the conventions of disciplinary knowledge production and communication.…”

Section: What Is Adolescent Literacy?mentioning

confidence: 99%

The Complex World of Adolescent Literacy: Myths, Motivations, and Mysteries

Moje

Overby

Tysvaer

et al. 2008

Harvard Educational Review

218

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In this article, Elizabeth Birr Moje, Melanie Overby, Nicole Tysvaer, and Karen Morris challenge some of the prevailing myths about adolescents and their choices related to reading. The reading practices of youth from one urban community are examined using mixed methods in an effort to define what, how often, and why adolescents choose to read. By focusing on what features of texts youth find motivating, the authors find that reading and writing frequently occur in a range of literacy contexts outside school. However, only reading novels on a regular basis outside of school is shown to have a positive relationship to academic achievement as measured by school grades. This article describes how adolescents read texts that are embedded in social networks, allowing them to build social capital. Conclusions are framed in terms of the mysteries that remain -namely, how to build on what motivates adolescents' literacy practices in order to both promote the building of their social selves and improve their academic outcomes.It is popular these days to raise concerns about the adolescent literacy crisis. But what does it mean, really, to talk about adolescent literacy? Who are adolescents? What is literacy? What is a crisis? In our work with young people across a variety of spaces, contexts, and social, racial, and ethnic groups, we have noted both vastly different and remarkably similar approaches to skills in reading and writing a range of different texts. We find, in fact, that even within a tightly defined population of young people in one neighborhood, a predominantly Latino/a community in a large midwestern city, many different ways of and reasons for reading and writing can be discerned. We posed specific questions to the youth participants of our study, which are discussed throughout this article. Consider, for example, their responses to the interview question, "Why do you read what you read?"• My uncle wants to take me to hunting classes so he gave me his hunting books, so I could start reading them. I just started reading them yesterday … It's 'cause I never went hunting before so I can just do something for fun that I could do with my uncle, instead of just feeling left out 'cause he always talks about hunting, and he likes to go hunting and he likes to hunt for deers and stuff, so now I can, like, talk to him about that too.• Mysteries, because I like -it's so fun how they investigate and then, like, you try to guess who it is, and then sometimes you're right, and at the end it tells if you were right. And then you get so excited, like, "Oh yeah, I was right," you know.• For fun, see, 'cause my dad sometimes brings in magazines -newspapers, I mean. The Latin newspapers, like maybe once a month or something … I would just go to the sports section and see what's up and that's it … NIH Public Access NIH-PA Author ManuscriptNIH-PA Author Manuscript NIH-PA Author Manuscript• Well, one, just Bill Clinton's book is real big, so I figure, "Hey, I could tackle that one." A Lesson Before Dying (Gaines, 1997)...

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Section: What Is Adolescent Literacy?mentioning

confidence: 99%

The Complex World of Adolescent Literacy: Myths, Motivations, and Mysteries

Moje

Overby

Tysvaer

et al. 2008

Harvard Educational Review

218

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“…Some studies (Atila, Günel, & Büyükkkasap, 2010;Gunel, Hand, & Gunduz, 2006;Hand, Gunel, & Ulu, 2009) used multimodal representations embedded within writing-to-learn activities in order to benefit more from writing. There were also some studies integrating writing-to-learn activities within argument-based inquiry classrooms using approaches such as the science writing heuristic (SWH; Hand & Choi, 2010;Hand, Wallace, & Yang, 2004;Hohenshell & Hand, 2006) and argument-driven inquiry (Sampson & Walker, 2012). For example, Hand, Wallace et al (2004) investigated the contribution of using a second task of writing a textbook explanation in SWH classes to students' conceptual understanding.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

“…There were also some studies integrating writing-to-learn activities within argument-based inquiry classrooms using approaches such as the science writing heuristic (SWH; Hand & Choi, 2010;Hand, Wallace, & Yang, 2004;Hohenshell & Hand, 2006) and argument-driven inquiry (Sampson & Walker, 2012). For example, Hand, Wallace et al (2004) investigated the contribution of using a second task of writing a textbook explanation in SWH classes to students' conceptual understanding. There were three groups: a control group, a treatment group exposed to the SWH approach, and a treatment group exposed to the SWH approach and writing a textbook explanation for their peers (SWH + textbook).…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

Using Non-traditional Writing as a Tool in Learning Chemistry

Kıngır

2013

EURASIA J MATH SCI T

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“…학생들은 논의과정에서 자신들의 주장과 논리적인 연결을 가진 증거를 제시할 때 다중표상을 가장 활발하게 사용한다 Kelly & Takao, 2001). 또한 글쓰기에서 다중표상은 과학적 소 양을 발달시키는데 중요한 요인이 되며 (Lemke, 1998), 다중표상을 사 용한 쓰기를 통해 학생들은 시각적 정보를 구체화하게 되고, 그 의미를 명확하게 파악하게 된다 (Hand et al, 2004). 이러한 다중표상의 사용 에서 단순히 여러 가지 표상을 사용하는 것이 중요한 것이 아니라, 과학적 설명에서 표상 간의 전환을 통해 학습과 다중표상 사이를 직접 적으로 연결하는 것이 중요하다 (Pineda & Garza, 2000).…”

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The Impact of the Argument-based Modeling Strategy using Scientific Writing implemented in Middle School Science

Cho¹,

Nam²

2014

Journal of The Korean Association For Research In Science Educa

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The purpose of this study is to investigate the impact of argument-based modeling strategy using scientific writing on student's modeling ability. For this study, 66 students (three classes) from the 7th grade were selected and of these, 43 students (two classes) were assigned to two experimental groups while the other 23 students (one class) were assigned to comparative group. In the experimental groups, one group (22 students) was Argument-based multimodal Representation and Modeling (AbRM), and the other group (21 students) was Argument-based Modeling (AbM). Modeling ability consisted of identifying the problem, structuring of scientific concepts, adequacy of claim and evidence and index of multimodal representation. As for the modeling ability, AbRM group scored significantly higher than the other groups, AbM group was significantly higher than comparative group. The four sub-elements of modeling ability in the AbRM group was significantly higher than the other groups statistically and AbM group scored significantly higher than comparative group. From these results, the argument-based modeling strategy using scientific writing was effective on students' modeling ability. Students organized or expressed the model and evaluated or modified it through the process of argument-based modeling using scientific writing and the exchange of opinions with others by scientific language as argument and writing.

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Using a Science Writing Heuristic to enhance learning outcomes from laboratory activities in seventh‐grade science: quantitative and qualitative aspects

Cited by 192 publications

References 13 publications

The Complex World of Adolescent Literacy: Myths, Motivations, and Mysteries

The Complex World of Adolescent Literacy: Myths, Motivations, and Mysteries

Using Non-traditional Writing as a Tool in Learning Chemistry

The Impact of the Argument-based Modeling Strategy using Scientific Writing implemented in Middle School Science

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