Handwriting to Learn: Embedding a Crucial Study Skill in a Gateway Science Course

Autor/in	Akkaraju, Shylaja
Titel	Handwriting to Learn: Embedding a Crucial Study Skill in a Gateway Science Course
Quelle	In: Journal of Effective Teaching in Higher Education, 1 (2018) 1, S.55-72 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-7608
Schlagwörter	Handwriting; Writing Instruction; Study Skills; Science Instruction; Community Colleges; Two Year College Students; College Science; Learner Engagement; Scaffolding (Teaching Technique); New York (New York) + Suchen Sie Ihr Suchwort? Handschrift; Schreibunterricht; Studientechnik; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Community college; Community College
Abstract	Handwriting is a multisensory process known to enhance memory, focus, engagement, and cognition in the learner, thereby making it a valuable study skill. In an attempt to embed handwriting as a study skill in a gateway science course, I used a combination of scaffolding and individual student consultations. Scaffolding emphasized the use of "desirable difficulties" and "retrieval practice" through the implementation of techniques such as the "flipped learning" approach and "take-home in-class hybrid" essay exams. While the former helped to increase overall student success, the latter technique was aimed at enhancing written fluency in the subject, curbing procrastination, and providing opportunities for high impact retrieval practice during the in-class essay exams. One-on-one student consultations that emphasized rewriting and maintaining good notes were used as interventions throughout the semester to promote positive study behavior and also as a crucial stage in preparing for each unit exam. The level of student engagement in using handwriting as a study skill was traced within the context of a typical "threshold experience." Handwriting as a study skill was successfully embedded in this course and showed positive results in terms of student retention, engagement, and overall success. (As Provided).
Anmerkungen	Journal of Effective Teaching in Higher Education. Centers for Teaching Excellence and Faculty Leadership, University of North Carolina Wilmington, 601 South College Road, Wilmington, NC 28403. e-mail: jethe@uncw.edu; Web site: https://jethe.org/index.php/jethe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01