Using a Science Writing Heuristic to enhance learning outcomes from laboratory activities in seventh‐grade science: quantitative and qualitative aspects

By Brian Hand, Carolyn W. Wallace, Eun‐Mi Yang. 2004

273 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/e4d02f719d2f3440476765baeedc0dfce7329bba

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Writing‐to‐learn Strategies in Secondary School Cell Biology: A mixed method study (2006, methodology): “For example, seventh‐grade students using the SWH scored higher on both multiple choice and conceptual questions than students who wrote using a traditional format (Hand, Wallace, & Yang, 2004 ).”
Comparing an Inquiry‐based Approach known as the Science Writing Heuristic to Traditional Science Teaching Practices: Are there differences? (2007, methodology): “An earlier study by Hand, Wallace, and Yang (2004) showed that, when inquiry-based teaching using the Science Writing Heuristic (SWH) approach was implemented, and higher cognitive questions were integrated within the normal test structure, students in the SWH classrooms performed significantly…”
Factors Affecting the Implementation of Argument in the Elementary Science Classroom. A Longitudinal Case Study (2009, background): “The ability to think and write about science concepts can be achieved through reflective activities using such frameworks as the Science Writing Heuristic (SWH) approach which provides a necessary structure for the teacher, while allowing the flexibility to meet the individual needs of the students ”
The Challenges of Scientific Literacy: From the viewpoint of second‐generation cognitive science (2006, background): “Similarly, an authentic audience appears to promote learning by provoking students to develop their own understanding of concepts, so that they can explain them clearly to their readers (Hand, Wallace, & Yang, 2004 ).”
Writing for Learning in Science: A Secondary Analysis of Six Studies (2007, background): “Results indicated that students who used the SWH performed better as a group than students who did not and that students who completed a textbook explanation as a summary task performed better as a group than those who completed a more traditional summary task ( Hand et al., 2004b ).”