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An analysis of students' science writing in the classroom: How science learning is improved.

机译：在课堂上对学生的科学写作进行分析：如何改善科学学习。

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摘要

The purpose of this study was twofold: to determine if, and how integrating the writing process with the second grade science curriculum in the classroom improved science learning and impacted higher order thinking skills. Instruction incorporated Writing-to-learn concepts with lecture, laboratory experiments, and writing opportunities in science. A teacher-made unit assessment was used as a Pre-Test and Post-Test. Percentage scores were compared to determine the level of content mastery in science. Student work was collected in portfolios and assessed using a rubric to determine evidence of higher-level thinking. Data were triangulated using the student portfolios, student self-assessments and researcher notes. The population was a second grade classroom, at an elementary school in a school district in Houston, Texas. A mixed-methodology design was used over a four-week period. This research study showed that writing in the science classroom improved students' learning and impacted higher order thinking skills and student achievement gains.
机译：这项研究的目的是双重的：确定是否以及在课堂上将写作过程与二年级科学课程相结合如何改善了科学学习并影响了高级思维能力。教学将“写作教学”概念与讲座，实验室实验和科学写作机会结合在一起。教师制作的单元评估被用作预测试和后测试。比较百分比分数以确定科学领域中的内容掌握水平。学生作品被收集在档案袋中，并使用专栏进行评估，以确定更高层次思维的证据。使用学生档案袋，学生自我评估和研究者笔记对数据进行了三角测量。人口是德克萨斯州休斯顿学区一所小学的二年级教室。在四个星期内使用了混合方法设计。这项研究表明，在科学课堂中写作可以提高学生的学习效率，并影响高级思维能力和学生成就的获得。

著录项

  • 作者

    Harris, Lisa R.;

  • 作者单位

    University of Houston-Clear Lake.;

  • 授予单位 University of Houston-Clear Lake.;
  • 学科 Education Elementary.;Education Sciences.;Education Curriculum and Instruction.
  • 学位 M.S.
  • 年度 2009
  • 页码 132 p.
  • 总页数 132
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 初等教育;教育;自然科学教育与普及;
  • 关键词

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