Writing and Learning in the Science Classroom

Wallace, Carolyn S.; Hand, Brian; Prain, Vaughan

doi:10.1007/978-1-4020-2018-6

Cited by 83 publications

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Section: Reflective Writingmentioning

confidence: 99%

“…Writing-to-learn strategies in the sciences have been addressed by a number of researchers (e.g., Countryman, 1992;Holiday, Yore, & Alverman, 1994;Kalman & Kalman, 1996;Pugalee, 1997;Rivard, 1994;Wallace, Hand, & Prain, 2004). Rivard (1994) noted that writing-to-learn has been used to enhance the learning of science content, and also that writing as a response is intimately connected to thinking.…”

Section: Reflective Writingmentioning

confidence: 99%

“…Students need to understand scientific concepts rather than have the ability to solve such traditional problems. The course dossier method uses writing procedures based upon Gadamer's (1975Gadamer's ( /1960) hermeneutical approach and scaffolding using student reviewers based upon social constructivism (Vygotsky, 1978(Vygotsky, , 1994 to assist students in the understanding of scientific concepts.To get a clear understanding of these concepts, students need to compare their preunderstandings with the scientific theories presented in the textbook and by the teacher in the classroom. Kalman (2011) has shown that this can be achieved by having students engage with text utilizing reflective writing as a hermeneutical circle.…”

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confidence: 99%

“…The critiques were done each week over a 13-week semester. Critiques provided a second opportunity to re-examine the concepts.The course dossier method employs scaffolding in the manner of Vygotsky's (1978Vygotsky's ( , 1994 social constructivism. This approach is based on "a new and exceptionally important concept: the zone of proximal development" (ZPD) (p. 85).…”

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Implementation and Evaluation of the Course Dossier Methodology

Khanam¹,

Kalman²

2017

cjsotl-rcacea

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It has been argued that for novice students to acquire a full understanding of scientific texts, they also need to pursue a recurrent construction of their comprehension of scientific concepts. The course dossier method has students examine concepts in multiple passes: (a) through reflective writing on text before it is considered in the classroom, (b) in a one-page essay at the end of the week, and (c) through a final essay at the end of the term. Students are encouraged to relate to the text in their reflective writing and critiques in the manner of a hermeneutical circle. Students are further scaffolded in writing their final essay by the use of student reviewers. This study explored how students in a humanities course perceived and accomplished the course dossier method. It was found that students' understanding of concepts improved as the course progressed.D'aucuns ont fait valoir qu'afin que les étudiants novices comprennent pleinement les textes scientifiques, ils doivent également poursuivre une construction récurrente de leur compréhension des concepts scientifiques. La méthode qui consiste à tenir un dossier de cours requiert des étudiants qu'ils examinent les concepts en plusieurs passes : (a) par le biais de la rédaction réflective sur le texte avant que celui-ci soit étudié en classe, (b) par un essai d'une page à la fin de la semaine et (c) par un essai final à la fin du trimestre. Les étudiants sont encouragés à mettre le texte en rapport avec leur rédaction réflective et leurs critiques à la manière d'un cercle herméneutique. De plus, les étudiants sont davantage préparés à rédiger leur essai final par l'utilisation d'étudiants réviseurs. Cette étude explore la manière dont les étudiants d'un cours de sciences humaines perçoivent et accomplissent la méthode qui consiste à tenir un dossier de cours. On a découvert qu'au fur et à mesure que le cours a progressé, les étudiants ont davantage compris les concepts. Keywords writing-to-learn, hermeneutics, physics education, social constructivismThis research paper/rapport de recherche is available in The Canadian Journal for the Scholarship of Teaching and Learning:https://ir.lib.uwo.ca/cjsotl_rcacea/vol8/iss1/7 Reflective WritingIt is important to provide courses on science for humanities students because we need to have a public that has an understanding of how science functions so that the members of the general public can make intelligent decisions about government policy. A course for such students need not contain traditional problems and examinations. Students need to understand scientific concepts rather than have the ability to solve such traditional problems. The course dossier method uses writing procedures based upon Gadamer's (1975Gadamer's ( /1960) hermeneutical approach and scaffolding using student reviewers based upon social constructivism (Vygotsky, 1978(Vygotsky, , 1994 to assist students in the understanding of scientific concepts.To get a clear understanding of these concepts, students need to compare their preunderstanding...

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Section: Reflective Writingmentioning

confidence: 99%

Section: Reflective Writingmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Implementation and Evaluation of the Course Dossier Methodology

Khanam¹,

Kalman²

2017

cjsotl-rcacea

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“…Variadas pesquisas recentes têm afirmado que, para haver aprendizagem efetiva de ciências, os aprendizes precisam trabalhar com uma Diversidade Representacional dos conceitos e processos científicos e serem capazes de traduzi-las umas nas outras, assim como entender seu uso coordenado na representação do conhecimento científico (Wallace, Hand, & Prain, 2004). Ainsworth (1999; propõe uma taxonomia funcional das Múltiplas representações que considera que o comprometimento com as múltiplas representações apoia a aprendizagem através de três formas: (i) diferentes representações complementam-se apresentando diferentes aspectos do mesmo fenômeno; (ii) quando a nova representação restringir a interpretação de outras, limitando o foco do aprendiz sobre conceitos chave fundamentais pois muitas vezes o aprendiz considera a nova representação muito complexa ou abstrata, então a utilização de outras representações mais familiares e concretas pode auxiliar na compreensão do fenômeno; ou (iii) quando aprendizes conseguem relacionar as representações para identificar quais são as características invariantes compartilhadas de um domínio e quais as propriedades das representações individuais, ou seja, o estudante constrói um maior entendimento ao integrar informações de mais de uma representação (Sutopo, & Waldrip, 2014).…”

Section: Diversidade Representacionalunclassified

Níveis Significantes do Significado das Estações do Ano com o Uso de Diversidade Representacional na Formação Inicial de Professores de Ciências

Sanzovo

Laburú

2017

RBPEC

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O objetivo deste estudo é verificar e compreender o nível significante atingido por alunos de licenciatura de ciências biológicas de uma universidade estadual através da utilização de uma Diversidade Representacional sobre as Estações do Ano. Utilizou-se um instrumento analítico baseado numa particular reformulação do conceito peirceano de interpretantes que permite ao professor qualificar o alcance da formação do significado construído pelos estudantes. Constata-se que os estudantes atingiram profundos níveis significantes de significados acerca do conteúdo estudado. Foi possível também identificar a eficácia do instrumento analítico como ferramenta a ser utilizada em sala de aula, como auxílio no acompanhamento, pelo professor, da produção e desenvolvimento dos significados adquiridos pelos estudantes, bem como ser possível utilizá-lo também como apoio pedagógico na preparação de aulas e escolhas de materiais didáticos.Palavras-chave: Aprendizagem científica; Níveis Significantes Peirceanos; Diversidade Representacional; Astronomia.The aim of this study is to assess and understand the significant level reached by undergraduate students of biological sciences of a state university by the use of a Representational Diversity on the seasons. We used an analytical tool based on a particular reformulation of the peircean concept of interpretant which allows the teacher to qualify the scope of the formation of meaning built by students. It appears that the students reached deep significants levels of meaning about the study content. It was determined the effectiveness of the analytical instrument as a tool to be used in the classroom as an aid in monitoring by the teacher, the production and development of meanings acquired by students as well as be able to use it also as teaching aids in the preparation classes and materials choices.

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Why rhetoric matters for ecology

Druschke

McGreavy

2016

Frontiers in Ecol & Environ

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Increasingly, scientists and funding agencies such as the US National Science Foundation are recognizing the need for better science communication and more effective broader impacts activities. Compelled to make research more relevant to public stakeholders and policy makers, researchers look for ways to gain the necessary skillset to move their science from the field and laboratory into public forums. We suggest that the ancient discipline of rhetoric provides a useful – and underutilized – path forward. Building from the fundamental connections between ecology and rhetoric and drawing from practical examples at the intersection of these two fields, we demonstrate how rhetoric can inform training in science communication for better academic writing and broader impacts, and can promote interdisciplinary and cross‐institutional collaborations that support sustainability science. Integrating rhetoric and ecology helps to address complex and pressing sustainability problems through improved understanding, cooperation, and science and policy actions.

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Writing and Learning in the Science Classroom

Cited by 83 publications

References 0 publications

Implementation and Evaluation of the Course Dossier Methodology

Implementation and Evaluation of the Course Dossier Methodology

Níveis Significantes do Significado das Estações do Ano com o Uso de Diversidade Representacional na Formação Inicial de Professores de Ciências

Why rhetoric matters for ecology

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