Writing in content area classrooms

Pearce, Daniel L.

doi:10.1080/19388078409557769

Cited by 14 publications

(6 citation statements)

References 6 publications

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“…Students rarely use writing for performing meaningful authentic learning tasks in which they must write for a specific purpose with a real audience in mind. Nor do they appear to use writing for learning or for clarifying their own ideas about science topics (Lloyd, 1990;Pearce, 1984). Langer and Applebee (1987) noted that there were clear differences in the use of writing between social studies and science teachers.…”

Section: Current Practicesmentioning

confidence: 99%

“…The way that writing is employed and evaluated in the classroom would appear to be critical in determining students' perceptions of its potential for learning content. Pearce (1984) suggested that using more writing in the science classroom might be achieved by showing teachers how to use writing-to-learn strategies. However, Sullenger (1991) observed that science teachers generally express little concern for writing in the classroom.…”

Section: Current Practicesmentioning

confidence: 99%

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A review of writing to learn in science: Implications for practice and research

1994

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The published literature on writing to learn in science was reviewed in order to develop a conceptual framework for readers of this special issue and an agenda for future research. Professional journals, books, ERIC documents, and doctoral dissertations were consulted in this review process. Research on writing to learn has been hindered because studies have not always been well designed or clearly reported, and few have been conducted in authentic classroom environments. Furthermore, the links between writing to learn and conceptual change, and writing to learn and critical thinking have not received sufficient attention. Carefully designed studies, both qualitative and quantitative, are still required to provide data from a variety of perspectives. Because the reported studies at the college level outnumber those at other levels, research is still required to generalize the findings across a variety of science classrooms and to elucidate principles for guiding effective teacher use of writing‐to‐learn strategies.

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Section: Current Practicesmentioning

confidence: 99%

Section: Current Practicesmentioning

confidence: 99%

A review of writing to learn in science: Implications for practice and research

1994

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“…Writing about a topic requires students to think about the topic, focus on and internalize important concepts, and, to some degree, to make those concepts their own (Kennedy, 1980). Because writing can lead to a deeper understanding and improved mastery of a content area (HaIey-James, 1982), some supporters believe that writing should become a regularly used instructional technique to assist students in the mastery of content course concepts (Pearce, 1984). Bell and Bell (1985) promote writing to learn a content area because writing, an encoding activity, provides the contexts that encourage learning and thinking.…”

Section: Introductionmentioning

confidence: 99%

Writing to Learn Algebra

Miller

England

1989

School Sci & Mathematics

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“…For these reasons, writing activities would be useful at the junior high level as a way to help students learn mathematics. Various studies have examined the amount and kinds of writing in different content area subjects (Applebee, 1981;Bader and Pearce, 1983; Pearce and Bader, 1984). Unfortunately, these studies supply little information about junior high mathematics classrooms.…”

Section: School Science and Mathematicsmentioning

confidence: 99%

Teacher Use of Writing in the Junior High Mathematics Classroom

Pearce¹,

Davison²

1988

School Sci & Mathematics

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Eastern Montana CollegeBillings, Montana t . . . Writing is a mode of language that involves the active manipulation of knowledge.Î n the last five years, a call has been issued for increased student writing in the schools. One reason for this, as both Emig (1977) and Haley-James (1982) have noted, is that writing can lead to a deeper understanding and improved mastery of a topic. That is because writing is a mode of language that involves the active manipulation of knowledge. Creating an original piece of writing requires students to analyze and synthesize information, focus their thoughts, and discover new relationships between bits of knowledge. Writing about something involves many of the thought processes teachers would like to foster in their students. Consequently, writing can be an instructional tool to promote learning in areas not usually associated with writing.For example, in the area of mathematics, writing can be used in a number of instructional ways. Some of these ways are: 1) having students write their own definitions, which gives students the chance to describe something in their own words; 2) having students translate symbols, formulas, and problems into words; 3) having students write the steps or processes involved in solving a problem; 4) having students make up and write their own story problems; and 5) having students write reports on important people and events in mathematics. In short, writing activities can be used to facilitate most aspects of students' mathematical development, from concept acquisition through problem solving abilities (Davison and Pearce, in press;Evans, 1984;Fennell and Ammon, 1985;Shaw, 1983).Writing in mathematics classes can run the gamut from relatively "low level" and passive tasks, such as copying and transcribing information, through more original writing activities, such as writing story problems. Even passive writing tasks can be mathematically valuable, because students exert more effort and the written information is available when their memories School Science and Mathematics Volume 88 (1) January 1988

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Writing in content area classrooms

Cited by 14 publications

References 6 publications

A review of writing to learn in science: Implications for practice and research

A review of writing to learn in science: Implications for practice and research

Writing to Learn Algebra

Teacher Use of Writing in the Junior High Mathematics Classroom

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