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Using Writing to Promote Thinking in a First Year Aariculture Course

机译：在农业一年级课程中使用写作促进思维

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摘要

This study was conducted to determine the usefulness of writing in promoting thinking in a first year undergraduate agriculture course at the University of the West Indies. In 2003/2004, 145 students were divided into groups and assigned a research paper. The students were invited to submit drafts for feedback and were given the scoring rubrics for assessment. They were required to submit a group score. The assessment criteria for the content were selection of relevant information, analysis, and synthesis of their own views. The students preferred topics that seemed to require mainly information collection. With a maximum score of 5, the lecturer's mean score for selection of information and for analysis was 3.30±0.98 and 2.65±0.98, respectively.Out of a maximum score of 4 for synthesis of a point of view, the lecturer's mean score was 1.68±0.12. The students' inadequate analytical skills limited their interpretation of the topics, identification and questioning of new concepts or issues, and use of information for synthesis. The group scores were significantly (P<0.001) higher than the lecturer's scores for all criteria and few groups sought feedback. Further interventions to improve the effectiveness of writing to promote higher order thinking skills are suggested.
机译：进行这项研究是为了确定写作在西印度大学大学农业本科一年级课程中促进思维的有用性。在2003/2004年，将145名学生分成小组，并分配了研究论文。邀请学生提交草稿以供反馈，并给予评分标准以供评估。他们必须提交小组分数。内容的评估标准是相关信息的选择，分析以及他们自己观点的综合。学生喜欢似乎主要需要信息收集的主题。以最高分5分，讲师在信息选择和分析方面的平均分分别为3.30±0.98和2.65±0.98。从综合观点来看，在最高分4分中，讲师的平均分为1.68分±0.12。学生的分析能力不足限制了他们对主题的解释，对新概念或问题的识别和质疑以及对综合信息的利用。在所有标准下，小组得分均显着高于（P <0.001）讲师得分，并且很少有小组寻求反馈。建议采取进一步的干预措施来提高写作效率，以提高高级思维能力。

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