Fourth graders composing scientific explanations about the effects of pollutants - Writing to understand

被引：15

作者：

Chambliss, MJ ^{[1
]}

Christenson, LA

Parker, C

机构：

[1] Univ Maryland, Dept Curriculum & Instruct, College Pk, MD 20742 USA

[2] Univ Maryland Baltimore Cty, Dept Educ, Baltimore, MD 21228 USA

来源：

WRITTEN COMMUNICATION | 2003年 / 20卷 / 04期

关键词：

explanation; writing to understand; writing across the curriculum; genre learning;

D O I：

10.1177/0741088303260504

中图分类号：

G2 [信息与知识传播];

学科分类号：

05 ; 0503 ;

摘要：

Explanation as a genre may support children's reasoning and understanding particularly effectively. In this study, 20 fourth graders were given the task of explaining the effects of a pollutant on an ecosystem to third graders. Before writing, they completed a commercially developed science unit, instruction in reading and writing an explanation, and text reading. An analysis of their writings revealed that all children used rhetorical devices to connect with third-grade readers. Sixteen children synthesized text content with personal experiences to compose subexplanations that reported information, gave examples, and presented scenarios and that were logically ordered to enhance reader understanding. Nine of these children explicitly used the scientific model to explain phenomena. Outcomes suggested that writing explanations supported children's reasoning about and understanding of an important scientific model.

引用

页码：426 / 454

页数：29

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