Writing and Conceptual Learning in Science: An Analysis of Assignments — Rhetoric & Composition

Written Communication Jan 2019 OA PDF

Writing and Conceptual Learning in Science: An Analysis of Assignments

Anne Ruggles Gere University of Michigan–Ann Arbor ; Naitnaphit Limlamai University of Michigan–Ann Arbor ; Emily Wilson University of Michigan–Ann Arbor ; Kate MacDougall Saylor ; Raymond Pugh University of Wisconsin–Platteville

Abstract

This systematic review of 46 published articles investigates the constructs employed and the meanings assigned to writing in writing-to-learn assignments given to students in science courses. Using components of assignments associated with the greatest learning gains—meaning making, clear expectations, interactive writing processes, and metacognition—this review illuminates the constructs of writing that yield conceptual learning in science. In so doing, this article also provides a framework that can be used to evaluate writing-to-learn assignments in science, and it documents a new era in research on writing to learn in science by showing the increased rigor that has characterized studies in this field during the past decade.

Journal: Written Communication
Published: 2019-01-01
DOI: 10.1177/0741088318804820
Open Access: OA PDF Bronze
Topics: writing across the curriculum

Citation Context

Cited by in this index (3)

Finkenstaedt-Quinn et al. (2024)

Student Experiences With Peer Review and Revision for Writing-to-Learn in a Che…

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Lin et al. (2023)

A Systematic Review on Inquiry-Based Writing Instruction in Tertiary Settings

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Finkenstaedt-Quinn et al. (2021)

Utilizing Peer Review and Revision in STEM to Support the Development of Concep…

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Anderson et al. (2015)

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Written Communication
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Written Communication
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CrossRef global citation count: 47 View in citation network →