Writing to learn ecology: a study of three populations of college students

Balgopal, Meena M.; Wallace, Alison; Dahlberg, Steven

doi:10.1080/13504622.2011.576316

Cited by 28 publications

(29 citation statements)

References 55 publications

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“…The results concerning the academic success of the students reveal out a parallelism with the studies conducted by making use of the WTL activity (31)(32)(33)(34)(35)(36)(37)(38)(39)(40)(41)(42)(43)(44)(45)(46)(47)(48)(49)(50). Considering the values obtained at the end of the research, it was found that; the students who were taught the SPT through the letter writing activity, which is one of the WTL activities, became more successful than the students who were taught through the traditional teaching method.…”

Section: Resultssupporting

confidence: 66%

“…In simple words, these activities can be defined as designs where the learners explain how they perceive the scientific expressions and concepts and how they re-create those themselves, instead of a way of communication with the teacher [7]. They are based on concepts and learning [8]. The students can use WTL activities to express the subject they have learned with their own opinions through writing [9].…”

Section: Introductionmentioning

confidence: 99%

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The Effects of Writing to Learn (WTL) on Academic Achievement and Attitude to Lesson in English Classes

Incirci¹,

Parmaksiz²

2016

ujer

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The aim of this study is to investigate the effects of applying the writing letter activity of writing to learn strategies on the English Language Academic Achievement and Attitude level of 11 th grade students. The research was carried out with 84 students (43 male, 41 female) at one of the state schools in Black Sea Region of Turkey. Mixed method was used in the research. A non-equivalent control group model which is one of the quasi-experimental methods was used in the quantitative part of the research. Simple Past Tense Achievement Test (SPTAT) developed by the researcher and Attitude to English Lesson Questionnaire (AELQ) developed by were used to obtain the quantitative data. Structured interview questions were asked to the six students chosen from the experimental groups using the maximum variety technique. At the end of the research, it is detected that using writing to learn strategies in English classes makes statistically significant difference for the benefit of experiment groups on the level of academic success and attitude to lesson.

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Section: Resultssupporting

confidence: 66%

Section: Introductionmentioning

confidence: 99%

The Effects of Writing to Learn (WTL) on Academic Achievement and Attitude to Lesson in English Classes

Incirci¹,

Parmaksiz²

2016

ujer

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“…Lessons on SSIs allow classroom educators to examine the reasoning strategies that students employ as they make sense of the social and moral consequences of decisions related to the issue (Sadler, ; Sadler & Zeidler, ; Zeidler & Schafer, ). In our previous studies, we found that there were distinct differences between the types of claims and evidence that students from different majors and institutions (Public University and Tribal Community College) used (Balgopal et al, ). Biology majors made claims that were more anthropocentric than the education majors, who were more likely to be environmentally centric.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…We did not expect the participating students to replace or express a specific epistemology. Rather, our goal was to allow them to ground arguments in their own cultural epistemologies (Bang & Medin, ) by designing writing prompts that let students (i) use their own voice (Wallace, ); (ii) explicitly draw on personal funds of knowledge (Moje et al, ); (iii) consider a locally relevant SSI of which many of them were already aware (e.g., Kolstø, ); and (iv) recognize that we were not looking for “right or wrong answers” (Balgopal, Wallace, & Dahlberg, ). We analyzed the types of claims students made, the types of evidence used to support claims, and how arguments were framed.…”

mentioning

confidence: 99%

Writing from different cultural contexts: How college students frame an environmental SSI through written arguments

2016

Self Cite

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The research objective of this study was to describe the frames that students from two culturally distinct institutions used in their argumentative essays on a locally relevant environmental socioscientific issue. Participants (n = 47) were recruited from biology courses designed for pre‐service elementary teachers at both a public university and a tribal community college separated by around 80 km. Students participated in iterative writing assignments, class discussion, and small group planning activities. Each student submitted three essays (in total around 140 essays), which were analyzed for the types of claims made, the types of evidence used to support claims, and patterns of argument framing. A framing typology from the science communication discipline was used. Both cohorts used frames around accountability and compromise, but tribal college students were more likely to draw on morality frames while university students drew on economic development frames. In addition, the tribal students were less likely (58% of essays) to use scientific evidence to support their claims than the university students (96% of essays). We conclude that while frames lend them themselves to using scientific evidence, students from culturally marginalized backgrounds have an opportunity to increase their sense of agency and communicate their argumentative positions on SSIs. We recommend that educators assign WTL activities that allow students to select their own frames but encourage students to integrate scientific evidence in their essays, while also recognizing that how we define science is likely culturally biased. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 54: 195–218, 2017

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“…The students can evaluate any changes or developments in their ideas about the subjects they learn at schools by writing and at the same time they learn what the scientifiic processes are (Balgopal, Wallace & Dahlberg, 2012). The scientific process skills include some skills such as observation, guessing, measuring and classification, recording the data, forming hypotheses and determining the variables (MNE, 2013).…”

Section: Introductionmentioning

confidence: 99%

The Impact of Using Representation Modes within Writing to Learn Activities on the Scientific Process Skills of the Fifth Grade Students

Memiş¹,

Öz²

2017

JETS

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The purpose of this research is to determine the impact of using multimodal representation modes in the writing practices done by the fifth grade students on their scientific process skills. A combined research method which had both quantitative and qualitative characteristics was used in the research and the groups were chosen as control and experimental groups. 32 5 th grade students at an elementary school in the North of Turkey formed the study group. Scientific Process Skills Test and writing activities for learning were used as data collection tools in the study. When the unit was completed, the students were asked to tell their peers about the subjects in the unit with a writing activity in the summary writing type. While the students in the experimental group were obliged to use the representation modes in these writing to learn activities, the students in the control group were asked only to complete the writing activity. In this process, the students performed three writing activities, one preparation and two real practice activities. The criteria determining the content and the features of these writing activities (purpose, subject, interlocutor, writing type and page limit) were standards explained in the instructions distributed to the students. The most basic discrepancy between the groups was the request of using of multimodal representations for the students in the experimental group. The writing activities performed within the scope of the study were scored after they were evaluated in consideration of the criteria determined by the researchers. The Cronbach's alpha credibility coefficent of the scientific process skill test applied as the preliminary test in the beginning of the practice and the post-test at the end of it was determined as 72. The results of the research indicate that using multimodal representations make statistically significant differences on behalf of the experimental group in the scientific process skills of the students.

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Writing to learn ecology: a study of three populations of college students

Cited by 28 publications

References 55 publications

The Effects of Writing to Learn (WTL) on Academic Achievement and Attitude to Lesson in English Classes

The Effects of Writing to Learn (WTL) on Academic Achievement and Attitude to Lesson in English Classes

Writing from different cultural contexts: How college students frame an environmental SSI through written arguments

The Impact of Using Representation Modes within Writing to Learn Activities on the Scientific Process Skills of the Fifth Grade Students

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