The Effect of Embedding Multimodal Representation in Non-traditional Writing Task on Students’ Learning in Electrochemistry

Günel, Murat; Kıngır, Sevgi; Aydemir, Nurdane

doi:10.1007/978-3-319-16450-2_4

Cited by 7 publications

(4 citation statements)

References 14 publications

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“…While the CER literature demonstrates an increase in the use of writing to support learning, − there is less research on utilizing writing to support positive affective learning experiences , and, more specifically, to support students in identifying the relevance of course content. A subset of research on writing assignments in chemistry classrooms describes how incorporating authentic contexts increases student investment, and thus supports the learning that can occur. , Research on these assignments demonstrates that, in addition to supporting students’ abilities to write about chemistry principles and craft scientific arguments, they help students identify connections between content covered within and between chemistry courses, and help students identify the relevance of the course content outside of the chemistry classroom.…”

Section: Introductionmentioning

confidence: 99%

Student Perceptions of Learning in Biochemistry Using a Science Communication Focused Writing Assignment

et al. 2022

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With the highly interdisciplinary nature of biochemistry, and the diverse range of students taking introductory biochemistry courses, it can be difficult to incorporate authentic applications of course content that appeal broadly to students. However, it is important to engage students‘ learning at the affective level. One mode to achieve this goal is by incorporating assignments that support students in identifying the relevance of course content and the skills they are learning. In this study we incorporated an assignment that placed students in the role of science communicators, where they attended a research seminar and then wrote a summary of the research, connecting it to course content. We interviewed students about their experiences with the assignment to identify the ways in which it appealed to them affectively and influenced their perceived learning. Our results indicate that both components supported students to identify the relevance of biochemistry on a personal and societal level, as well as supported students’ perceived understanding of biochemistry concepts. Thus, incorporating assignments that encourage students to build their own connections with biochemistry content can be beneficial to their affective learning.

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Section: Introductionmentioning

confidence: 99%

Student Perceptions of Learning in Biochemistry Using a Science Communication Focused Writing Assignment

et al. 2022

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“…The mentioned stages and some studies related to WTL (Aktepe & Yıldız, 2020;Bozat & Yıldız, 2015;Günel & Hand, 2005;Günel et al, 2009a;Hand & Prain, 2002;Hand et al, 1999;Hohenshell et al, 2004;İspir & Yıldız, 2021a;2021b;2022;Kieft et al, 2006;Klein, 1999;Klein & Boscolo, 2016;Mason & Boscolo, 2000;Pınar & Yıldız, 2020;Reaves et al, 1993;Rivard & Straw, 2000;Tynjälä, 1998;Uzoğlu & Gürbüz, 2013;Yıldız, 2012a;2012b;Yıldız, 2014;Yıldız, 2016;Yıldız & Büyükkasap, 2011) have been examined through their written documents. The findings, guidelines, and practices of the examined studies, along with the researchers' observations, experiences, intuitions, and inferences, have been synthesized and presented under five different headings.…”

Section: Resultsmentioning

confidence: 99%

Discussing of the Implementation Process for Writing to Learn Activities

2023

PERR

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Writing to learn activities The implementation process Document reviewThe study aims to discuss of the implementation process for writing to learn activities. The document review method has been used in the research containing qualitative data. Data were obtained from scientific articles, books, and presentations containing information about the general characteristics of process-oriented writing and writing to learn and analyzed using the descriptive analysis method. As a result of the reviews synthesised the findings, guidelines, and applications of the studies based on researchers' observations, experiences, intuitions, and inferences and presented them under five different headings. In this context, the implementation process of writing to learn has been discussed in five stages: preparation, exploration, application, evaluation, and sharing. In line with the stated results, it can be suggested that researchers who will use the WTL method in the future should make applications by considering the relevant steps. Thus, the direct or indirect effects of writing for learning activities on students can be increased.

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“…According to Ezzeldin (2017), utilizing graphic organizers to construct a structure of prior knowledge assists students to fine-tune their brains for the subject they are going to learn. In additionally, visual organizers provide cues that assist students in retrieving previously stored knowledge (Gunel et al, 2016;Nam & Cho, 2016;Thakur et al, 2017). As students studied by reviewing previously stored knowledge in a spatial fashion utilizing an earlier studied graphic organizer, they were able to recover material that had been committed to memory thanks to the graphic organizer.…”

Section: Introductionmentioning

confidence: 99%

“…Students who learn content with visual organizers do not focus on generating accurate correlations or memorizing certain conceptual truths. Rather than that, the emphasis is on the linkages between facts in larger groups and the connections between ideas (Gunel et al, 2016;Nam & Cho, 2016;Thakur et al, 2017). Furthermore, according to Knoll et al (2017), by splitting and organizing new stimuli into specified segments, graphic organizers are efficient educational aids for supporting students in refining their perception of stimuli.…”

Section: Introductionmentioning

confidence: 99%

Graphic Organizers in an Online Learning Environment: Its Influence to Students’ Cognitive Load and Knowledge Gain

Estacio

Quicho

Ibarra

et al. 2023

PED

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The study investigates how graphic organizers influence the level of cognitive load and knowledge gained by the students at Quezon City University during the 1st semester, Academic Year 2021–2022 in an online learning environment. The one-group pretest-posttest design was utilized in the study. Results show that by using graphic organizers, students’ level of cognitive load and knowledge gain have improved.

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The Effect of Embedding Multimodal Representation in Non-traditional Writing Task on Students’ Learning in Electrochemistry

Cited by 7 publications

References 14 publications

Student Perceptions of Learning in Biochemistry Using a Science Communication Focused Writing Assignment

Student Perceptions of Learning in Biochemistry Using a Science Communication Focused Writing Assignment

Discussing of the Implementation Process for Writing to Learn Activities

Graphic Organizers in an Online Learning Environment: Its Influence to Students’ Cognitive Load and Knowledge Gain

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