Using the Writing Template provided by the Science Writing Heuristic (SWH) approach for Quality Arguments
2
조회
0
다운로드
0
인용
0
참고문헌
키워드
초록
This study examined changes in the quality of written arguments produced by freshman students in general chemistry laboratory classes using the SWH approach over a semester; difference in the quality of written argument between the original writing template (year I) and the extended writing template (year II); and any difference between Total Argument and Holistic Argument scores. 140 writing samples from 14 students on the year I and 228 samples from 19 students on the year II were collected. Results indicated that despite fluctuations, the students were producing stronger argument by the end of semester compared to the beginning of the semester. Original SWH template group received significantly higher argument scores than extended SWH template group. For the most of year I laboratory investigations, there was no significant difference in the quality of argument between Total Argument and Holistic Argument scores. An implication of this study would be to provide opportunities for students to practice constructing arguments using the original SWH writing template including questions, claims, evidence, and reflection.
Abstract
This study examined changes in the quality of written arguments produced by freshman students in general chemistry laboratory classes using the SWH approach over a semester; difference in the quality of written argument between the original writing template (year I) and the extended writing template (year II); and any difference between Total Argument and Holistic Argument scores. 140 writing samples from 14 students on the year I and 228 samples from 19 students on the year II were collected. Results indicated that despite fluctuations, the students were producing stronger argument by the end of semester compared to the beginning of the semester. Original SWH template group received significantly higher argument scores than extended SWH template group. For the most of year I laboratory investigations, there was no significant difference in the quality of argument between Total Argument and Holistic Argument scores. An implication of this study would be to provide opportunities for students to practice constructing arguments using the original SWH writing template including questions, claims, evidence, and reflection.
참고문헌 (31)
- Bazerman, C., "Shaping written knowledge: The genre and activity of the experimental article in science" (1988), University of Wisconsin Press
- Bereiter, C., "The psychology of written composition" (1987), Lawrence Erlbaum
- Bunting, R. K., "Precise writing for a precise science", Journal of Chemical Education, 76(10), pp.1407~1408 (1999)
- Carey, S., "On understanding the nature of scientific knowledge", Educational Psychologist, 28, pp.235~251 (1993)
- Aeran Choi, "Argument Structure in the Science Writing Heuristic (SWH) Approach", 한국과학교육학회지, 30(3), pp.323~336 (2010), 한국과학교육학회
- 최애란, "Examining Arguments Generated by Year 5, 7, and 10 Students in Science Classrooms", RESEARCH IN SCIENCE EDUCATION, 40(2), pp.149~169, SPRINGER
- Connally, P., "Writing and the ecology of learning, In Writing to learn mathematics and science", pp.1~14 (1989), Teachers College Press
- Driver, R., "Young people's images of science" (1996), Open University Press
- Feldberg, R., "Biosocial problems in contemporary America: A course on the use and misuse of scientific knowledge", Journal of College Science Teaching, pp.35~39 (2007)
- Ferzli, M., "LabWrite", Journal of College Science Teaching, pp.31~33 (2005)
- Firooznia, F., "Giant ants and walking plants: Using science fiction to teach a writingintensive, lab-based biology class for nonmajors", Journal of College Science Teaching, pp.26~31 (2006)
- Hand, B., "Science inquiry, argument and language" (2008), Sense Publishers
- Keys, C. W., "Language as an indicator of meaning generation: An analysis of middle school students' written discourse about scientific investigations", Journal of Research in Science Teaching, 36(9), pp.1044~1061 (1999)
- Keys, C. W., "Revitalizing instruction in scientific genres: Connecting knowledge production with writing to learn in science", Science Education, 83, pp.115~130 (1999)
- Keys, C. W., "Investigating the thinking processes of eighth grade writers during the composition of a scientific laboratory report", Journal of Research in Science Teaching, 37(7), pp.676~690 (2000)
- Keys, C. W., "Using the Science Writing Huerisitic as atool for learning from laboratory investigationsin secondary science", Journal of Research inScience Teaching, 36(10), pp.1065~1084 (1999)
- Kolikant, Y. B., "A cognitive-apprenticeship-inspired instructional approachfor teaching scientific writing and reading", Journal of College Science Teaching, pp.20~25 (2006)
- Kroen, W., "Modeling the writing process", Journal of College Science Teaching, pp.50~53 (2004)
- Lemke, J. L., "Talking science: language, learning, and values" (1990), Ablex
- National Research Council (NRC), "National science education standards" (1996), National Academy Press
- National Research Council (NRC), "Inquiry and the national science education standards" (2000), National Academy Press
- National Research Council(NRC), "A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas" (2012), National Academy Press
- Norris, S. P., "How literacy in its fundamental sense is central to scientific literacy", Science Education, 87, pp.224~240 (2003)
- Osborne, J., "Science without literacy: A ship without a sail?", Cambridge Journal of Education, 32(2), pp.203~218 (2002)
- Osborne, R., "Learning in science: The implications of children's science" (1985), Heinemann
- Osborne, J., "Enhancing the quality of argumentation in school science", Journal of Research in Science Teaching, 41(10), pp.994~1020 (2004)
- Reynolds, J., "Precisely! A writing exercise for science and engineering classes", Journal of College Science Teaching, pp.31~33 (2007)
- Shrout, P. E., "Intraclass Correlations: Use in assessing rater reliability", Psychological Bulletin, 86(2), pp.420~428 (1979)
- Takao, A. Y., "Assessment of evidence in university students' scientific writing", Science & Education, 12, pp.341~363 (2003)
- Tilstra, L., "Using journal articles to teach writing skills for laboratory reports in general chemistry", Journal of Chemical Education, 78(6), pp.762~764 (2001)
- VanOrden, N., "Is writing an effective way to learn chemical concepts?", Journal of Chemical Education, 67(7), pp.583~585 (1990)