Writing to learn in science: Effects on Grade 4 students' understanding of balance

被引:10
作者
Rouse, Amy Gillespie [1 ]
Graham, Steve [2 ]
Compton, Donald [3 ]
机构
[1] Southern Methodist Univ, Dept Teaching & Learning, 6401 Airline Rd,Suite 201, Dallas, TX 75205 USA
[2] Arizona State Univ, Mary Lou Fulton Teachers Coll, Scottsdale, AZ USA
[3] Florida State Univ, Dept Dev Psychol, Tallahassee, FL 32306 USA
关键词
Elementary; science; writing; writing to learn; REGULATED STRATEGY-DEVELOPMENT; STRUGGLING YOUNG WRITERS; TO-LEARN; KNOWLEDGE; DISABILITIES; ACHIEVEMENT; INSTRUCTION; CLASSROOMS; BIOLOGY;
D O I
10.1080/00220671.2015.1103688
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
In this study, we randomly assigned 69 Grade 4 students to a writing-to-learn treatment (n = 23), comparison (n = 23), or no-treatment control (n = 23). Treatment and comparison students completed a science experiment involving balance. During the experiment, treatment students wrote four short responses and an extended response to document their learning. To control for writing time, comparison students wrote four short responses and an extended response about topics other than balance. On a 20-item balance knowledge posttest, control outperformed treatment (d = 0.89) and comparison (d = 1.05) on the lowest level balance questions (Level 1). At the highest level questions, Levels 3 and 4, treatment (ds = 1.42 and 0.94) and comparison (ds = 1.62 and 1.37) outperformed control. There were no significant differences in total words written or level of balance understanding on a posttest written response. The performance of individual responders to treatment is also discussed.
引用
收藏
页码:366 / 379
页数:14
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