The Mind is Not a Black Box: Children's Ideas about the Writing Process

Autor/inn/en	Scheuer, Nora; de la Cruz, Montserrat; Pozo, Juan Ignacio; Huarte, Maria Faustina; Sola, Graciela
Titel	The Mind is Not a Black Box: Children's Ideas about the Writing Process
Quelle	In: Learning and Instruction, 16 (2006) 1, S.72-85 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0959-4752
DOI	10.1016/j.learninstruc.2005.12.007
Schlagwörter	Foreign Countries; Grade 1; Grade 4; Cognitive Processes; Writing Processes; Young Children; Child Development; Writing Instruction; Kindergarten; Factor Analysis; Argentina + Suchen Sie Ihr Suchwort? Ausland; School year 01; 1. Schuljahr; Schuljahr 01; School year 04; 4. Schuljahr; Schuljahr 04; Cognitive process; Kognitiver Prozess; Frühe Kindheit; Kindesentwicklung; Schreibunterricht; Faktorenanalyse; Argentinien
Abstract	We studied children's conceptions of the writing process while the complex cognitive activity of writing is carried out through a pictorial representation of the writing process. Sixty children attending Kindergarten, first grade and fourth grade in Bariloche, Argentina, were presented individually with a sequence of four questions about the content of a child's thought at four key moments of writing production (anticipating, writing, revising, rereading), which were depicted on picture cards. Textual analysis, the application of Simple Correspondence Factorial Analysis (SCFA) and Modal Response procedures, indicated significant developmental changes in the focus of children's ideas about writing. More specifically, we looked at children's conceptions of the nature of thinking while writing, given cognitive processes of increasing complexity and internalization. Main educational implications indicate the need to rethink practices for teaching writing at initial and primary school levels in order to promote teaching interventions directed at getting pupils to be explicit, revise and redescribe their conceptions about the writing process. We suggest that learners' conceptions of writing processes outline a tacit learning curriculum of writing, which operates by guiding learning efforts and self-evaluation standards. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10