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首页> 美国卫生研究院文献>Wiley-Blackwell Online Open >Students as researchers: What and why seventh‐grade students choose to write when investigating their own research question
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Students as researchers: What and why seventh‐grade students choose to write when investigating their own research question

机译：学生作为研究人员：七年级学生在调查自己的研究问题时选择写作的原因和原因

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摘要

All scientists depend on both reading and writing to do their scientific work. It is of paramount importance to ensure that students have a relevant repertoire of practices they can employ when facing scientific content inside and outside the school context. The present study reports on students in seventh grade acting as researchers. Over an 8‐week collaborative research period, students posed their own research question, attempted to answer it by systematically testing hypotheses, discussing findings, presenting their conclusions, and documenting their process in a written report. Drawing on the perspectives of New Literacy Studies—which sees literacy as socially situated—we analyze the purpose of all the 21 participating students’ texts (n = 344). Video observations and interviews with students are used to contextualize the writing events. We find that the students chose to write multiple kinds of texts for a variety of purposes. Analyzing purpose and the context, three stages of socialization into scientific writing is revealed, ranging from what the students write on their own initiative, via texts written through challenges to demanding research tasks scaffolded through writing instructions given by the teacher. Further, the students emphasized the relevance of both the research experience and the writing to their future adult life.
机译：所有科学家都依靠阅读和写作来完成自己的科学工作。当学生面对学校内外的科学内容时，确保他们具有可以运用的相关实践方法至关重要。本研究报告了七年级的学生担任研究人员。在为期8周的合作研究期内，学生提出了自己的研究问题，试图通过系统地检验假设，讨论发现，提出结论并在书面报告中记录其过程来回答问题。利用新素养研究的观点-将素养视为社会地位-我们分析了所有21名参与学生的文章的目的（n = 344）。通过视频观察和对学生的采访来对写作事件进行情境化。我们发现，学生出于各种目的选择编写多种文本。分析目的和背景，揭示了社会化到科学写作的三个阶段，从学生主动写作，通过挑战撰写的文本到通过老师给出的指导要求的艰巨研究任务。此外，学生们强调研究经验和写作与其未来成年生活的相关性。

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