Exploring students' responses to conceptual questions when engaged with planned writing experiences: A study with year 10 science students

Journal of Research in Science Teaching

Volumn 41, Issue 2, 2004, Pages 186-210

  Hand, Brian ^a   Hohenshell, Liesl ^a   Prain, Vaughan ^b  

^a IOWA STATE UNIVERSITY   (United States)

^b LA TROBE UNIVERSITY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

NATURAL SCIENCES; PLANNING; STUDENTS; TECHNICAL WRITING;

CONCEPTUAL QUESTIONS; PLANNED WRITING; STUDENT PLANNING;

EDUCATION;

EID: 1342326288     PISSN: 00224308     EISSN: None     Source Type: Journal    
DOI: 10.1002/tea.10128     Document Type: Article

References (41)

1. Bereiter, C. & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Erlbaum.
2. Bereiter, C. & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Peru, IL: Open Court.
3. Best, L. (1995). A critique of cognitive research on writing from three critical perspectives: Theoretical, methodological, and practical. Resources in Education (ERIC). ERIC Document Reproduction Service No. ED 377 516.
4. Britton, J. (1982). Spectator role and the beginning of writing. In G. Pradl (Ed.), Prospect and restrospect: Selected essays of James Britton (pp. 46-67). Montclair, NJ: Boynton/Cook.
5. Bruner, J. (1966). Towards a theory of instruction. Cambridge, MA: Harvard University Press.
6. Champagne, A. & Kouba, V. (1999). Written products as performance measures. In J. Mintzes, J. Wandersee, & J. Novak (Eds.), Assessing science understanding: A human constructivist view (pp. 224-248). New York: Academic Press.
7. Chinn, P. & Hilgers, T. (2000). From corrector to collaborator: The range of instructor roles in writing-based natural and applied science classes. Journal of Research in Science Teaching, 37, 3-25.
8. Donald, M. (1991). Origins of the modern mind. Cambridge, MA: Harvard University Press.
9. Ebenezer, J. V. & Haggerty, S.M. (1999). Becoming a secondary school science teacher. Columbus, OH: Prentice Hall.
10. Emig, J. (1977). Writing as a mode of learning. College Composition and Communication, 28, 122-128.
11. Ferrari, M., Bouffard, T., & Rainville, L. (1998). What makes a good writer? Differences in good and poor writers' self-regulation of writing. Instructional Science, 26, 473-488.
12. Flower, L. & Hayes, J.R. (1980). The cognition of discovery: Defining a rhetorical problem. College Composition and Communication, 31, 21-32.
13. Flower, L. & Hayes, J.R. (1984). Images, plans, and prose: The representation of meaning in writing. Written Communication, 1, 120-160.
14. Galbraith, D. (1992). Conditions of discovery through writing. Instructional Science, 21, 45-71.
15. Galbraith, D. & Rijlaarsdam, G. (1999). Effective strategies for the teaching and learning of writing. Learning and Instruction, 9, 93-108.
16. Galbraith, D. & Torrance, M. (1999). Conceptual processes in writing: From problem-solving to text production. In D. Gailbraith & M. Torrance (Eds.) Knowing what to write: Conceptual processes in text production. Amsterdam: Amsterdam University Press.
17. Glaser, B. & Strauss, A. (1967). The discovery of grounded theory. Chicago, IL: Aldere.
18. Halliday, M.A.K. & Martin, J.R. (1993). Writing science: Literacy and discursive power. London: Falmer Press.
19. Hand, B., Prain, V., & Keys, C. (1999, March 28-31). Writing tasks influences on extended response, recall and higher order questions. Paper presented at the National Association for Research in Science Teaching, Boston, MA.
20. Hand, B., Prain, V., Lawrence, C., & Yore, L. (1999). A writing in science framework designed to enhace science literacy. International Journal of Science Education, 21, 1021-1035.
21. Hayes, D.A. (1987). The potential for directing study in combined reading and writing activity. Journal of Reading Behavior, 19, 333-352.
22. Hayes, J.R. & Nash, J.G. (1996). On the nature of planning in writing. In C.M. Levy & S. Ransdell (Eds.), The science of writing: Theories, methods, individual differences, and applications (pp. 29-55). Mahwah, NJ: Erlbaum.
23. Holliday, W., Yore, L., & Alvermann, D. (1994). The reading-science learning-writing connection: Breakthroughs, barriers, and promises. Journal of Research in Science Teaching, 31, 877-893.
24. Johnson, G.B. & Raven, P.H. (1999). Biology principles and explorations. Austin, TX: Holt, Rinehart and Winston.
25. Kelly, G. & Chen, C. (1999). The sound of music: Constructing science as sociocultural practices through oral and written discourse. Journal of Research in Science Teaching, 36, 883-915.
26. Keys, C. (1999). Language as an indicator of meaning generation: The analysis of middle school students' written discourse about scientific investigation. Journal of Research in Science Teaching, 36, 1044-1061.
27. Klein, P.D. (1999). Reopening inquiry into cognitive processes in writing-to-learn. Educational Psychology Review, 11, 203-270.
28. Klein, P.D. (2000). Elementary students' strategies for writing-to-learn science. Cognition and Instruction, 18, 317-348.
29. Krajcik, J., Czerniak, C., & Berger, C. (1999). Teaching children science: A project based approach. Boston, MA: McGraw-Hill College.
30. Lave, J. & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge, UK: Cambridge University Press.
31. Lemke, J. (1990) Talking science: Language, learning, and values. Norwood, NJ: Ablex.
32. McGinley, W. & Tierney, R.J. (1989). Traversing the topical landscape: Reading and writing as ways of knowing. Written Communication, 6, 246-269.
33. Prain, V. & Hand, B. (1996). Writing for learning in the junior secondary science classroom: Issues arising from a case study. International Journal for Science Education, 18, 117-128.
34. Prain, V. & Hand, B. (1999). Students' perceptions of writing for learning in secondary school science. Science Education, 83, 151-162.
35. Rivard, L.P. (1994). A review of writing to learn in science: Implications for practice and research. Journal of Research in Science Teaching, 31, 969-983.
36. Rivard, L.P. & Straw, S.B. (2000). The effect of talk and writing on learning science: An exploratory study. Science Education, 84, 556-593.
37. Schumacher, G. & Nash, J. (1991). Conceptualizing and measuring knowledge change due to writing. Studies in Science Education, 30, 19-56.
38. Sheskin, J.D. (2000). Handbook of parametric and non-parametric statistical procedures (2nd ed.) London: Chapman & Hall/CRC.
39. Sutton, C. (1992). Words, science and learning. Buckingham, UK: Open University Press.
40. Vygotsky, L. (1962). Thought and language (E. Hanfmann & G. Vakar, Trans.). Cambridge, MA: MIT Press.
41. Zimmerman, B.J. & Risemberg, R. (1997). Becoming a self-regulated writer: A social cognitive perspective. Contemporary Educational Psychology, 22, 73-101.