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Writing-to-Learn in Undergraduate Science Education: A Community-Based, Conceptually Driven Approach

机译：本科科学教育中的写作教学：一种基于社区的概念驱动方法

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摘要

Despite substantial evidence that writing can be an effective tool to promote student learning and engagement, writing-to-learn (WTL) practices are still not widely implemented in science, technology, engineering, and mathematics (STEM) disciplines, particularly at research universities. Two major deterrents to progress are the lack of a community of science faculty committed to undertaking and applying the necessary pedagogical research, and the absence of a conceptual framework to systematically guide study designs and integrate findings. To address these issues, we undertook an initiative, supported by the National Science Foundation and sponsored by the Reinvention Center, to build a community of WTL/STEM educators who would undertake a heuristic review of the literature and formulate a conceptual framework. In addition to generating a searchable database of empirically validated and promising WTL practices, our work lays the foundation for multi-university empirical studies of the effectiveness of WTL practices in advancing student learning and engagement.
机译：尽管有大量证据表明写作可以成为促进学生学习和参与的有效工具，但在科学，技术，工程和数学（STEM）学科中，尤其是在研究型大学中，写作学习（WTL）的实践仍未得到广泛实施。阻碍进步的两个主要因素是：缺乏致力于进行和应用必要的教学研究的理科教员社区，以及缺乏系统地指导研究设计和整合研究结果的概念框架。为了解决这些问题，我们在美国国家科学基金会的支持下，并在重塑中心的赞助下，发起了一项倡议，以建立一个由WTL / STEM教育者组成的社区，该社区将对文献进行启发式审查并制定一个概念框架。除了生成可验证的，有前途的WTL做法的可搜索数据库外，我们的工作还为WTL做法在促进学生学习和参与方面的有效性的多大学经验研究奠定了基础。

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