Learning from writing in college biology

Research in Science Education

Volumn 38, Issue 4, 2008, Pages 483-499

  Armstrong, Norris A ^a   Wallace, Carolyn S ^a   Chang, Shu Mei ^a  

^a UNIVERSITY OF GEORGIA   (United States)

Author keywords

Argument; Biology; College; Learning; Metacognition; Science; Writing; Writing to learn

Indexed keywords

EID: 48949120486     PISSN: 0157244X     EISSN: 15731898     Source Type: Journal    
DOI: 10.1007/s11165-007-9062-9     Document Type: Article

References (37)

1. Audet, R. H., Hickman, P., & Dobrynina, G. (1996). Learning logs: A classroom practice for enhancing scientific sense making. Journal of Research in Science Teaching, 33, 205-222.
2. Bangert-Drowns, R. L., Hurley, M. M., & Wilkinson, B. (2004). The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis. Review of Educational Research, 74, 29-58.
3. Bereiter, C., & Scardamalia, M. (1987). The psychology of written composition. Hillsdale, NJ: Elrbaum.
4. Boscolo, P., & Mason, L. (2001). Writing to learn, writing to transfer. In P. Tynjala, L. Mason, & K. Lonka (Eds.) Writing as a learning tool: Integrating theory and practice (vol. 7, (pp. 83-104)). Dordrecht, The Netherlands: Kluwer.
5. Brown, J. E., & Stephens, E. C. (1995). Writing as transformation: A new paradigm for content writing. Clearing House, 69, 14-16.
6. Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Educator, 84, 287-312.
7. Fellows, N. J. (1994). A window into thinking - using student writing to understand conceptual change in science learning. Journal of Research in Science and Teaching, 31, 985-1001.
8. Galbraith, D., & Rijlaarsdam, G. (1999). Effective strategies for the teaching and learning of writing. Learning and Instruction, 9, 93-108.
9. Hand, B., Prain, V., & Wallace, C. (2002). Influences of writing tasks on students. answers to recall and higher-level test questions. Research in Science Education, 32, 19-34.
10. Hayes, D. A. (1987). The potential for directing study in combined reading and writing activity. Journal of Reading Behavior, 19, 333-352.
11. Holliday, W. G., Yore, L. D., & Alvermann, D. E. (1994). The reading science learning writing connection - Breakthroughs, barriers, and promises. Journal of Research in Science Teaching, 31, 877-893.
12. Jimenez-Aleixandre, M. P., Rodriguez, A. B., & Duschl, R. A. (2000). Doing the lesson " or "doing science ": Argument in high school genetics. Science Educator, 84, 757-792.
13. Keys, C. W. (1999). Revitalizing instruction in scientific genres: Connecting knowledge production with writing to learn in science. Science Educator, 83, 115-130.
14. Keys, C. W. (2000). Investigating the thinking processes of eighth grade writers during the composition of a scientific laboratory report. Journal of Research in Science Teaching, 37, 676-690.
15. Kincannon, J., Gleber, C., & Kim, J. (1999). The effects of metacognitive training on performance and use of metacognitive skills in self-directed learning situations. Paper presented at the Proceedings of Selected Research and Development Papers Presented at the 21st National Convention of the Association for Educational Communications and Technology [AECT], Houston TX.
16. Klein, P. D. (1999). Reopening inquiry into cognitive processes in writing-to-learn. Educational Psychology Review, 11, 203-270.
17. Klein, P. D. (2004). Constructing scientific explanations through writing. Instructional Science, 32, 191-231.
18. Krathwohl, D. R. (2002). A revision of Bloom's taxonomy: An overview. Theoretical Practicum, 41, 212-218.
19. Kuhn, D. (1993). Science as argument - implications for teaching and learning scientific thinking. Science Educator, 77, 319-337.
20. Kuhn, D., & Udell, W. (2003). The development of argument skills. Childhood Development, 74, 1245-1260.
21. Langer, J. A., & Applebee, A. N. (1986). Reading and writing instruction - toward a theory of teaching and learning. Review of Research Education, 13, 171-194.
22. Lin, X. (1994). Metacognition: Implications for research in hypermedia-based learning environment. Paper presented at the Proceedings of Selected Research and Development Presentations at the 16th National Convention of the Association for Educational Communications and Technology Sponsored by the Research and Theory Division, Nashville TN
23. Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: A sourcebook of new methods. Newbury Park, CA: Sage.
24. Newton, P., Driver, R., & Osborne, J. (1999). The place of argumentation in the pedagogy of school science. International Journal of Science Education, 21, 553-576.
25. Osborne, J., Erduran, S., & Simon, S. (2004). Enhancing the quality of argumentation in school science. Journal of Research in Science Teaching, 41, 994-1020.
26. Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theoretical Practicum, 41, 219-225.
27. Rivard, L. P. (2004). Are language-based activities in science effective for all students, including low achievers? Science Educator, 88, 420-442.
28. Rowell, P. M. (1997). Learning in school science: The promises and practices of writing. Studies in Science Education, 30, 19-56.
29. SAS (1999). SAS/STAT Users guide. Cary, NC: SAS Institute.
30. Schraw, G., & Moshman, D. (1995). Metacognitive theories. Education and Psychology Review, 7, 351-371.
31. Voss, J. F., & Means, M. L. (1991). Learning to reason via instruction in argumentation. Report from the Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA.
32. Voss, J. F., & Wiley, J. (1997). Conceptual understanding in history. European Journal Psychic Edition, 12, 147-158.
33. Vygotsky, L. S. (1978). Mind and society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
34. Wallace, C. S., Hand, B. M., & Prain, V. (2004). Writing and learning in the science classroom. Dordrecht, The Netherlands: Kluwer.
35. Wallace, C. S., Tsoi, M. Y., Calkin, J., & Darley, M. (2003). Learning from inquiry-based laboratories in nonmajor biology: An interpretive study of the relationships among inquiry experience, epistemologies, and conceptual growth. Journal of Research in Science Teaching, 40, 986-1024.
36. Yore, L. D., Hand, B., & Prain, V. (1999). Writing-to-learn science: Breakthroughs, barriers, and promises. Paper presented at the International Conference of the Association for Educating Teachers in Science, Austin, TX.
37. Zohar, A., & Nemet, F. (2002). Fostering students' knowledge and argumentation skills through dilemmas in human genetics. Jounal of Research in Science Teaching, 39, 35-62.