Teaching Scientific Writing: Measuring Student Learning in an Intensive APA Skills Course

Luttrell, Vickie R.; Bufkin, Jana; Eastman, Valerie J.; Miller, R. Robin

doi:10.1080/00986283.2010.488531

Cited by 26 publications

(29 citation statements)

References 8 publications

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“…In the perspective of instructional design, apart from the level of their education curriculum, students require structured tasks and deadlines (Guilford, 2001;Luttrel, Bufkin, Eastman & Miller, 2010;Regan & Pietrobon, 2010). Structured writing tasks are facilitated through multi-stage processes: Given the time limit for drafting, feedback from various perspectives, and opportunities for revision (Fisher, Gazza & Hunker, 2012;Guilford, 2001;Luttrell et al, 2010;Regan & Pietrobon, 2010). In addition, in order to be an effective writer, one requires knowledge about writing (for instance, target audiences, information about topics, etc.…”

Section: International Journal Ofmentioning

confidence: 99%

Enhancing Critical Thinking Skills and Writing Skills through the Variation in Non-Traditional Writing Task

Sinaga¹,

Feranie²

2017

INT J INSTRUCTION

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The research aims to identify the impacts of embedding non-traditional writing tasks within the course of modern physics conducted to the students of Physics Education and Physics Study Programs. It employed a quasi-experimental method with the pretest-posttest control group design. The used instruments were tests on conceptual mastery, tests on critical thinking skills, and a rubric of writing assessment. The data were analyzed by determining the percentages of average normalized gains, Cohen's d, and correlational analysis. Based on the results of data analysis, it is found that the different treatments in the non-traditional writing tasks given to the students of the Physics Education and Physics Programs have the following impacts: 1. There was a significant difference in the increased conceptual mastery and critical thinking skills; 2. There was a difference in the writing quality of the students of the Physics Education and Physics Program; 3. There was a correlation between writing quality and conceptual mastery with a high degree relationship and there was a correlation between writing quality and critical thinking skills with a low degree relationship; 4. Increased conceptual understanding was influenced by the writing domain.Key Words: critical thinking skill, quasi-experimental method, non-traditional writing tasks, conceptual mastery, writing to learn INTRODUCTIONWriting is a part of teachers' and scientists' job to help them in memorizing, making reports, planning and regulating, encouraging critical thinking skills, self-reflection over conceptual mastery, and communicating. Writing is also a part of science, although many prospective scientists and pre-service teachers do not receive formal training in writing (Barrass, 2000). In the curricula of Indonesian teacher training and education institutes, writing knowledge and skills are only embedded within the course subjects of English and Indonesian, each with two credit hours. In the descriptions of the two courses, writing is only a subtopic among many other topics taught. Based on the 70Enhancing Critical Thinking Skills and Writing Skills … International Journal of Instruction, April 2017 • Vol.10, No.2 interview with lecturers who teach the courses, obtained information that writing knowledge and skills are taught to students, but not optimally. The less than optimal teaching of writing has resulted in the low writing skills of pre-service teachers and future scientists. This was reinforced by one of the following fact: students are required to write articles research results and published by local journaling which is managed by the department of physical education. Each year there are 60 articles on average reviewed by editors, out of which only 27% of eligible. In addition, there is a lack of support for them to develop their writing skills. Thus, instructional strategies that can increase conceptual understanding as well as increasing the writing skills of pre-service teachers and prospective scientists are needed. Based on the facts, t...

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Section: International Journal Ofmentioning

confidence: 99%

Enhancing Critical Thinking Skills and Writing Skills through the Variation in Non-Traditional Writing Task

Sinaga¹,

Feranie²

2017

INT J INSTRUCTION

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“…Ideally, the teacher would have had professional development on vocabulary development strategies and the implementation of a research study. Teachers generally lack knowledge and interest in research (Luttrell et al, 2010). Second, this study included only one teacher and a small number of students.…”

Section: Limitationsmentioning

confidence: 99%

The Role of Language in Anatomy and Physiology Instruction

Chapman

Ward

Tiwari

et al. 2017

The American Biology Teacher

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Research indicates that student learning of science, student attitudes toward science, and their motivation to learn science and pursue science-related careers is related to classroom instruction. This study examined anatomy and physiology (A&P) classes in a south Texas high school where 97 percent of students are Hispanic bilingual learners. Classes were assigned to control or treatment groups, with the treatment group receiving instruction designed to help students develop a deeper understanding of anatomy vocabulary related to brain structures by making connections to these words in everyday life as well as to their understanding of Spanish. Main effects between group and test scores were significant, with the control group reporting higher test scores than the treatment group. We attribute this finding to a bleed-over of the treatment group instructional design to the control group. In addition, significant differences in mean and median scores were observed with respect to intrinsic motivation and self-efficacy. The statistically significant increases in learning for both groups suggests the activity-, problem-, and project-based (APB) curriculum has the potential to be an effective type of instruction, especially for bilingual learners.

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“…Their challenge was finding a conceptual or theoretical framework to teach scientific writing per se. Luttrell, Bufkin, Eastman, and Miller (2010) explored teaching the American Psychological Association (APA) style for writing in a psychology course. They equated professional socialization to learning to write scientifically for one's discipline.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Of the literature reviewed, seven authors in the fields of biology, chemistry, mathematics, nursing, and psychology used scientific writing as the preferred term (Byard, 2013;Goldbort, 2001;Guilford, 2001;Luttrell et al, 2010;Maoto, 2011;Patterson, 2001;Regan & Pietrobon, 2010;Schulte, 2003;Venables & Summit, 2003); six authors in education and nursing fields used the term scholarly writing 2012;Hunker et al, 2014;Jalongo et al, 2014;Linder, Cooper, McKenzie, Raesch, & Reeve, 2014;McMillan & Raines, 2011;Shellenbarger et al, 2015); four authors in nursing, library science, and occupational therapy used the terms professional writing or the writing process (Berg & Serenko, 1993;Parr & Timperley, 2010;Shields, 2014;Whitney & Davis, 2013); and three authors used the term selfregulated writing (Bastian, 2014;Fauchald & Bastian, 2015;Nilson, 2014). Although a preferred term does not exist to describe the writing process, we have chosen to use scholarly writing as the overarching concept explored in this article, as it fits with the current standards for an ACOTEaccredited educational program (2011).…”

Section: The Accreditation Council For Occupational Therapy Educationmentioning

confidence: 99%

Student Perceptions of Scholarly Writing

O'Brien¹,

Marken²,

Petrey³

2016

The Open Journal of Occupational Therapy

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Teaching Scientific Writing: Measuring Student Learning in an Intensive APA Skills Course

Cited by 26 publications

References 8 publications

Enhancing Critical Thinking Skills and Writing Skills through the Variation in Non-Traditional Writing Task

Enhancing Critical Thinking Skills and Writing Skills through the Variation in Non-Traditional Writing Task

The Role of Language in Anatomy and Physiology Instruction

Student Perceptions of Scholarly Writing

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