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Klein, Perry D.

doi:10.1023/a:1021913217147

Cited by 250 publications

(98 citation statements)

References 140 publications

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“…The students' thinking about using which mode where and their contacting the modal descriptions are the results of their planning when writing. Thus, the students' planning when writing (Klein, 1999) and their using multimodal representations can indicate that they have passed through a scientific process. Because of these reasons, teachers should guide the students in using the modes and they should offer them the learning environments they may need.…”

Section: Discussionmentioning

confidence: 99%

The Impact of Using Representation Modes within Writing to Learn Activities on the Scientific Process Skills of the Fifth Grade Students

Memiş¹,

Öz²

2017

JETS

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The purpose of this research is to determine the impact of using multimodal representation modes in the writing practices done by the fifth grade students on their scientific process skills. A combined research method which had both quantitative and qualitative characteristics was used in the research and the groups were chosen as control and experimental groups. 32 5 th grade students at an elementary school in the North of Turkey formed the study group. Scientific Process Skills Test and writing activities for learning were used as data collection tools in the study. When the unit was completed, the students were asked to tell their peers about the subjects in the unit with a writing activity in the summary writing type. While the students in the experimental group were obliged to use the representation modes in these writing to learn activities, the students in the control group were asked only to complete the writing activity. In this process, the students performed three writing activities, one preparation and two real practice activities. The criteria determining the content and the features of these writing activities (purpose, subject, interlocutor, writing type and page limit) were standards explained in the instructions distributed to the students. The most basic discrepancy between the groups was the request of using of multimodal representations for the students in the experimental group. The writing activities performed within the scope of the study were scored after they were evaluated in consideration of the criteria determined by the researchers. The Cronbach's alpha credibility coefficent of the scientific process skill test applied as the preliminary test in the beginning of the practice and the post-test at the end of it was determined as 72. The results of the research indicate that using multimodal representations make statistically significant differences on behalf of the experimental group in the scientific process skills of the students.

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Section: Discussionmentioning

confidence: 99%

The Impact of Using Representation Modes within Writing to Learn Activities on the Scientific Process Skills of the Fifth Grade Students

Memiş¹,

Öz²

2017

JETS

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“…that the report simply reflects the working of the forensic examiner. However, the writing of a report (and its structure and requirements) not only reflects the work, but it also actually influences the work itself [18]. This is similar to language, where language does not simply reflect thought (i.e.…”

Section: (C) Reportingmentioning

confidence: 99%

Cognitive neuroscience in forensic science: understanding and utilizing the human element

Dror

2015

Phil. Trans. R. Soc. B

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One contribution of 15 to a discussion meeting issue 'The paradigm shift for UK forensic science'. The human element plays a critical role in forensic science. It is not limited only to issues relating to forensic decision-making, such as bias, but also relates to most aspects of forensic work (some of which even take place before a crime is ever committed or long after the verification of the forensic conclusion). In this paper, I explicate many aspects of forensic work that involve the human element and therefore show the relevance (and potential contribution) of cognitive neuroscience to forensic science. The 10 aspects covered in this paper are proactive forensic science, selection during recruitment, training, crime scene investigation, forensic decision-making, verification and conflict resolution, reporting, the role of the forensic examiner, presentation in court and judicial decisions. As the forensic community is taking on the challenges introduced by the realization that the human element is critical for forensic work, new opportunities emerge that allow for considerable improvement and enhancement of the forensic science endeavour.

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“…Writing offers a readily available means for composing abstract formulations of ideas (Emig, 1977) as well as for critical thinking and the construction of new knowledge (Klein, 1999). In the following sections, we examine knowledge construction from two perspectives.…”

Section: Knowledge Construction During Collaborative Writingmentioning

confidence: 99%

University Students’ Knowledge Construction during Face to Face Collaborative Writing

Nykopp¹,

Marttunen²,

Laurinen³

2014

Writing as a Learning Activity

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Untitled

Cited by 250 publications

References 140 publications

The Impact of Using Representation Modes within Writing to Learn Activities on the Scientific Process Skills of the Fifth Grade Students

The Impact of Using Representation Modes within Writing to Learn Activities on the Scientific Process Skills of the Fifth Grade Students

Cognitive neuroscience in forensic science: understanding and utilizing the human element

University Students’ Knowledge Construction during Face to Face Collaborative Writing

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