Which Types of Instruction in Writing-to-Learn Lead to Insight and Topic Knowledge in Different Disciplines? A Review of Empirical Studies

Autor/inn/en	van Dijk, Aartje; van Gelderen, Amos; Kuiken, Folkert
Titel	Which Types of Instruction in Writing-to-Learn Lead to Insight and Topic Knowledge in Different Disciplines? A Review of Empirical Studies
Quelle	In: Review of Education, 10 (2022) 2, (41 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (van Dijk, Aartje)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
DOI	10.1002/rev3.3359
Schlagwörter	Elementary Secondary Education; Higher Education; Cognitive Processes; Teaching Methods; Writing Instruction; Knowledge Level; Intellectual Disciplines + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Cognitive process; Kognitiver Prozess; Teaching method; Lehrmethode; Unterrichtsmethode; Schreibunterricht; Wissensbasis; Geisteswissenschaften
Abstract	This review examines which types of instruction in writing-to-learn lead to effects on insight and topic knowledge in different disciplines, in grades 5-12 and in higher education. Forty-three empirical studies have been selected to answer this question. Four types of instruction are distinguished. Three of them are based on hypotheses proposed by Klein (1999) about the cognitive processes involved in writing-to-learn: Forward Search, Genre Writing and Backward Search. The fourth type, Planning Only, arises from the literature reviewed. Results of the studies show that about two thirds of the (quasi) experimental studies lead to positive effects on insight and topic knowledge for the four types of instruction. However, given the small number of experimental studies conducted, no firm conclusions can be drawn for three types of instruction. For the remaining type of instruction, Genre Writing, a larger number of studies provide positive evidence. Suggestions for future research are discussed. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01