Using writing-to-learn science strategies to improve year 11 students' understandings of stoichiometry

被引：0

作者：

Hand B. ^{[1
]}

Yang O.E.-M. ^{[2
]}

Bruxvoort C. ^{[3
]}

机构：

[1] University of Iowa, N238 Lindquist Center, Iowa City

[2] University of Wisconsin-Whitewater, Whitewater, WI 53190

[3] Calvin College, Grand Rapids, MI 49316

来源：

International Journal of Science and Mathematics Education | 2007年 / 5卷 / 1期

关键词：

Chemistry; Stoichiometry; Writing to learn;

D O I：

10.1007/s10763-005-9028-1

中图分类号：

学科分类号：

摘要：

This study researched the use of writing-to-learn strategies within a high-school (Year 11) chemistry classroom. The writing task itself asked the students to write a business letter to a younger audience of middle-school (Year 7) students. A mixed-method design was used for the study, incorporating pre/post- testing with semi-structured interviews. The evidence supports that the treatment students performed statistically significantly better on a conceptual question compared to the control group. Additionally, the treatment students felt that writing to a younger audience prompted them to use different language than they would have if, for example, writing to their teacher. Further, the treatment students described that the writing task promoted their understanding of and their confidence in their knowledge of the stoichiometry concepts addressed in class. © National Science Council, Taiwan 2007.

引用

页码：125 / 143

页数：18