University Student Conceptions of Learning Science through Writing

Autor/inn/en	Ellis, Robert A.; Taylor, Charlotte E.; Drury, Helen
Titel	University Student Conceptions of Learning Science through Writing
Quelle	In: Australian Journal of Education, 50 (2006) 1, S.6-28 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0004-9441
Schlagwörter	Student Attitudes; Science Instruction; Biology; Scientific Attitudes; Scientific Literacy; Questionnaires; Educational Quality; Interviews; Content Area Writing; Writing Assignments; Integrated Activities; Integrated Curriculum; Program Effectiveness; Curriculum Enrichment; Enrichment Activities; Teacher Attitudes; Undergraduate Students; Phenomenology; Learning Experience; Teaching Methods + Suchen Sie Ihr Suchwort? Schülerverhalten; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Biologie; Fragebogen; Quality of education; Bildungsqualität; Interviewing; Interviewtechnik; Schriftliche Übung; Integrierender Unterricht; Curriculum revision; Curriculumreform; Curriculum; Lehrplan; Reform; Bereicherungsprogramm; Lehrerverhalten; Phenomenological psychology; Phänomenologie; Psychologie; Lernerfahrung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	First-year undergraduate science students experienced a writing program as an important part of their assessment in a biology subject. The writing program was designed to help them develop both their scientific understanding as well as their written scientific expression. Open-ended questionnaires investigating the quality of the experience of learning through writing were distributed to 165 students. Interviews with six tutors on the writing program were also completed. Key results included that if students were not aware of the potential of learning science through writing, they tended to focus on superficial aspects of the writing experience, such as grammar, rather than the scientific knowledge that underpinned the experience. The results have important implications for the integration of writing experiences into university subjects and tutor approaches to writing tuition. (Contains 10 tables and 1 figure.) (As Provided).
Anmerkungen	Australian Council for Educational Research. 19 Prospect Hill Road, Camberwell, VIC 3124, Australia. Tel: +61-3-9277-5447; e-mail: sales@acer.edu.au; Web site: http://www.acerpress.com.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10