Elementary Students' Strategies for Writing-to-Learn in Science

By Perry D. Klein. 2000

95 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/287dcce1047047b5acf71f70c91df8c679a80505

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Rethinking the multiplicity of cognitive resources and curricular representations: Alternatives to 'learning styles' and 'multiple intelligences' (2003, background): “Recursive externalization is also common in activities that address ill-defined problems such as graphic design, architecture (Goel 1995), interior design (Smargorinsky 1995), learning content area concepts (Robinson and Kiewra 1995) and writing-to-learn about science experiments (Klein 2000).”
Cognitive Foundations of Learning Argumentation (2007, background): “Despite the numerous studies devoted to analyze the role of writing in learning science (see the movement called the “writing-to-learn in science” ( Klein, 2000; Prain & Hand, 1996; Rivard, 1994), few are devoted to scientific reasoning, and still fewer to argumentation as the external social dialo”
Improving the quality of students' academic writing: an intervention study (2007, background): “…and professional contexts a large proportion of people’s work involves reading source materials, and elaborating them in the composition of a new text (Glynn & Muth, 1994; Kahaney & Heinrich, 1994; Klein, 2000; Boscolo & Mason, 2001; Nelson, 2001a; Tynjälä, 2001; Segev-Miller, 2004, 2007).”
Teaching writing to middle school students: a national survey (2013, background): “Writing about material presented in class or text enhances students’ learning (Graham, Harris, Hebert, 2011a; Langer & Applebee, 2011; Klein, 2000), and teaching writing improves students’ reading skills (Graham et al.”
Teaching writing to high school students: A national survey (2009, background): “Writing about material presented in class or text enhances students’ learning (Graham, Harris, Hebert, 2011a; Langer & Applebee, 2011; Klein, 2000), and teaching writing improves students’ reading skills (Graham et al.”
COGNITIVE MODELS OF WRITING: WRITING PROFICIENCY AS A COMPLEX INTEGRATED SKILL (2008, background): “There is evidence that engaging students’ ability to reason about an expository text improves at least comprehension (Pressley, Wood, Woloshyn, & Martin, 1992) and arguably also writing, insofar as it can be categorized as writing to learn (Klein, 2000).”
The Challenges of Scientific Literacy: From the viewpoint of second‐generation cognitive science (2006, methodology): “For example, this Grade 6 student (number 29) completed a Piagetianstyle buoyancy activity in which she tested 10 objects and then wrote a journal-style note in response to the question “What makes objects float or sink? How did you learn this?” (Klein, 2000).”
Trends in Research on Writing as a Learning Activity (2016, unknown): “This focus on hypotheses about specific practices continued to characterize much research on WTL for the rest of the decade (e.g., Cantrell, Fusaro & Dougherty, 2000; Hand, Wallace & Yang, 2004; Klein, 2000, 2004; Rivard, 2004).”
High school teachers use of writing to support students’ learning: a national survey (2014, background): “Language arts as well as content area experts have long claimed that writing helps students better comprehend, think critically, and construct new understandings about what they are learning (Emig, 1977; Klein, 2000; Rivard, 1994).”