The teacher writing toolkit: enhancing undergraduate teaching of scientific writing in the biological sciences

Dirrigl, Frank J.; Noe, Mark

doi:10.1080/00219266.2018.1501410

Cited by 2 publications

(3 citation statements)

References 79 publications

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“…The strong correlation between the two variables reinforces that students need to implement a report that is qualified in terms of knowledge, metacognitive strategies, skills, and regulations when participating in learning. This is consistent with the theory which states that knowledge and regulatory strategies are able to optimize cognitive use, increase student effort, and help students in completing their academic assignments (Dirrigl & Noe, 2019;Phillips Galloway et al, 2020). Knowledge and regulations, which have a positive relationship, strengthen the theory that this metacognition can be used as a tool to understand one's own cognition and that of other individuals.…”

Section: Discussionsupporting

confidence: 86%

“…Each writer engages in a different strategy when writing, as each individual's writing style is different. However, academic writing is not the same as literary writing, because there are academic requirements that must be met (Dirrigl & Noe, 2019;Keith et al, 2020). Thus, academic writing skills need to be taught correctly using the right strategies in universities.…”

Section: Introductionmentioning

confidence: 99%

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The Role of Metacognitive Strategies in Academic Writing Skills in Higher Education

Rosdiana

Damaianti

Mulyati

et al. 2023

IJLTER

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Many students still experience difficulty with academic writing as part of meeting their academic demands. The purpose of this study was to test the validity of the metacognitive writing strategy instrument and to test the effectiveness of metacognitive writing strategies in improving academic writing skills in tertiary institutions. In total, 500 students from three universities in West Java, Indonesia participated in this study. The method used in this research was factorial design analysis. Confirmatory factor analysis was used to answer the problem formulation. The data collection instruments used were the metacognitive academic writing strategy questionnaire and academic writing tests on several topics. The research findings show that, first, the questionnaire instrument using metacognitive strategies in the writing process was proven to be valid because it was able to assess the students’ metacognitive awareness. Second, metacognitive strategies make a significant contribution to the students’ academic writing abilities. Metacognitive strategies act as high level constructs and positive correlations were found between the dimensions of the strategies. The dimensions of metacognition found to correlate with and contribute to one another were the declarative, procedural, conditional, planning, monitoring, evaluation, information management, and debugging strategies. From the comparison of the proposed models, the second model (the eight-component correlation model) was determined to be better at improving academic writing ability than the first model. The second model described all components as significantly contributing more comprehensively than the first model. This research concludes with the implication that academic writing ability can be improved by increasing students’ metacognitive awareness and reflective abilities in relation to their own writing process.

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Section: Discussionsupporting

confidence: 86%

Section: Introductionmentioning

confidence: 99%

The Role of Metacognitive Strategies in Academic Writing Skills in Higher Education

Rosdiana

Damaianti

Mulyati

et al. 2023

IJLTER

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“…Science students need to be given opportunities to develop and practice their general language proficiency, but also fundamental skills in science, including argumentation, the use of evidence to support knowledge claims, constructing hypotheses about scientific phenomena and writing up experiments according to scientific procedures. Such pedagogy involves students in metacognitive activities where they have to consider how to communicate their scientific thinking, while also reflecting and clarifying their thoughts in the process (Institute for Inquiry 2015), thereby developing their discourse while improving their scientific reasoning (Dirrigl & Noe 2018). The aim of this study was to gain insight into first-year students' use of scientific discourse and explore ways to develop this fundamental skill.…”

Section: Introductionmentioning

confidence: 99%

Scientific Discourse: Can Our First-Year Students Express Themselves in Science?

Mouton¹,

Grange

2020

6th International Conference on Higher Education Advances (HEAd'20)

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Scientific discourse is a specialized, semantically dense language used to formulate clear, objective arguments around experimental results. However, science classrooms are practically void of scientific argumentation and this important skill is rarely modelled or developed in these spaces. Yet, students are expected to engage with complex disciplinary texts and then demonstrate their mastery of scientific subject matter using appropriate scientific discourse. Students find this extremely challenging and many are implicitly excluded from successful engagement with the subject. The aim of our study was the assessment and development of first-year biology students’ scientific discourse skills through collaborative pedagogy, to make aspects of biology discourse explicit to all students. We drew on Legitimation Code Theory’s concept of semantic density, which considers complexity of meaning, to design a learning opportunity and then analyzed selections of students’ summative assessments. Results showed profound variation in the proficiency of the students’ scientific vocabulary and language functions, and the discourse of the school and first-year biology textbooks. We therefore argue for science pedagogy that would allow students time and opportunities to mindfully engage with complex disciplinary text and then demonstrate their mastery of their learning using appropriate scientific discourse.

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The teacher writing toolkit: enhancing undergraduate teaching of scientific writing in the biological sciences

Cited by 2 publications

References 79 publications

The Role of Metacognitive Strategies in Academic Writing Skills in Higher Education

The Role of Metacognitive Strategies in Academic Writing Skills in Higher Education

Scientific Discourse: Can Our First-Year Students Express Themselves in Science?

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