Learning how to synthesize: The design and evaluation of a reading-writing learning unit for high-school students

Ockenburg, L. van; Weijen, Daphne van; Rijlaarsdam, Gert

doi:10.17239/l1esll-2021.21.01.06

Cited by 7 publications

(5 citation statements)

References 38 publications

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“…Design principles can be seen as a set of guidelines which indicate the main components that should be included in an educational design, based on findings from earlier empirical studies (see Rijlaarsdam et al, 2017;Van Ockenburg, et al, 2021b). In this section we present the design principles for the intervention's three components.…”

Section: Theoretical Background: Design Principlesmentioning

confidence: 99%

Synthesis Writing in Science Orientation Classes: An Instructional Design Studio

Alkema

Weijen

Rijlaarsdam

2023

JoWR

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This study tested an instructional design to improve students' synthesis performance in a specific academic subject, Science Orientation, which aimed to teach students how to critically evaluate scientific debates. The design included three components: 1) students construct a task definition via a learning strategy based on comparing and contrasting texts and processes, 2) students comprehend source information via a read-stop-think-note strategy, and 3) students connect source information critically via a semantic-textual transformation strategy.After several design iterations, the instructional design was tested in a quasi-experimental experiment with a pretest-posttest. Seven 10th grade classes participated in the intervention (n=129), four in the control condition (n=86). The design seemed feasible for teachers, students completed most learning tasks as intended and evaluated the course positively. Furthermore, texts written in the experimental condition at posttest were rated significantly higher than those written in the control condition on the instructed aspects: representation of source information, intertextual integration, and critical stance. This instructional design appears to have potential for helping students improve their comprehension of scientific debates and comprehensive writing. In the discussion we propose that the instructional design might be a general format for learning to synthesize domain specific information from contrasting sources.

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Section: Theoretical Background: Design Principlesmentioning

confidence: 99%

Synthesis Writing in Science Orientation Classes: An Instructional Design Studio

Alkema

Weijen

Rijlaarsdam

2023

JoWR

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“…A total of 103 students were divided into two groups for the experiment: an experimental group and a control group. Students in the experimental group learnt using the suggested method, whereas students in the control group studied using the traditional method (Van Ockenburg, Van Weijen, and Rijlaarsdam 2021) This study details the methodical design and evaluation of a 9th-grade learning unit targeted at teaching students how to produce synthesis texts. The unit was created using design concepts taken from a review of successful synthesis writing interventions as well as basic learning principles.…”

Section: (Horasan-dogan and Cephe 2020)mentioning

confidence: 99%

A Systematic Literature Review on Art & Design teaching from 1993-2022

2022

Central European Management Journal

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The current study has investigated the web of science published articles on art and design teaching to students. The analysis includes articles published from 1993 to 2022. It analyses the topics in art and design teaching that researchers have covered. It further describes the regions in which these studies were conducted, the top authors that contributed to this domain, the publishers, and several other aspects of art and design. Based on a thorough systematic literature review the researcher has concluded that Art & Design have gained the interest of academics in recent decades. More work in this context has been done in the west, particularly in the united states of America and Europe. Compared to the west there is less research in the context of China and India. From 1993 to 2022 in total there were 3517 publications. In 2021 highest number of publications were published with a substantial increase in articles. Art and Design were mainly published in the education domain. A total of 80 articles were studied in detail. It is observed that future research needs to work more on computer-based art and design.

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“…Study 1, an efficacy study, was carried out in a controlled, single school setting (N = 152), to determine whether the learning unit we designed was able to produce the desired outcome (O'Donnell, 2008, p. 41). We reported a full description of the design principles, an evaluation of its efficacy, preliminary analyses of its main effects and suggestions for a redesign in Van Ockenburg et al, (2021a). Here, we report on its effectiveness.…”

Section: Current Studiesmentioning

confidence: 99%

Choosing how to plan informative synthesis texts: Effects of strategy-based interventions on overall text quality

2021

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The current two studies examined the effects of an instructional unit on synthesis writing for 9th grade students on holistic text quality. Because students' writing routines have been shown to affect the effectiveness of writing instruction, we designed a unit that aimed to be equally effective for all writers, regardless of their routines. On two occasions in the unit, we provided students with options to choose between a Preplanning or Drafting strategy. They could create an individual learning path within the unit. We tested the effects of the unit in two consecutive studies with independent samples, using a quasi-experimental pretest-posttest design with switching panels. Study 1 included three teachers and 152 9th grade students from five classes in one school. We found a significant effect of the unit on text quality in both panels. However, analyses showed that this effect was moderated by writing routine. To generalize the effect across writing routines, we provided students in Study 2 with an extra session on metacognitive knowledge about (synthesis) writing processes, enabling them to make better-informed strategy choices. Study 2 included six teachers and 233 students from 10 classes in three schools, all different from Study 1. Analyses again showed a significant effect of the experimental condition in panel 1, which was replicated in panel 2. Moreover, the effect was no longer moderated by writing routine. This indicates that the redesigned intervention was equally effective for students with different routines.

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Learning how to synthesize: The design and evaluation of a reading-writing learning unit for high-school students

Cited by 7 publications

References 38 publications

Synthesis Writing in Science Orientation Classes: An Instructional Design Studio

Synthesis Writing in Science Orientation Classes: An Instructional Design Studio

A Systematic Literature Review on Art & Design teaching from 1993-2022

Choosing how to plan informative synthesis texts: Effects of strategy-based interventions on overall text quality

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