Investigating the thinking processes of eighth grade writers during the composition of a scientific laboratory report

By Carolyn W. Keys. 2000

124 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/fa0421d7dba55b9261798fedc093ec757539c0b3

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

Citations in the corpus

The Common Core State Standards and Evidence-Based Educational Practices: The Case of Writing (2013, background): “…expected to compose texts to demonstrate, support, and deepen their knowledge and understanding of themselves, their relationships, and their world (Bangert-Drowns, Hurley, & Wilkinson, 2004; Graham, 2006; Graham & Perin, 2007a, 2007b, 2007c; Keys, 2000; Shanahan, 2009; Sperling & Freedman, 2001).”
Students’ perceptions of when conceptual development occurs during laboratory instruction (2007, background): “Research by Keys (2000) has shown that the process of laboratory report writing can stimulate science learning provided that “the students actively deliberated and reflected on science content as part of the writing process itself.” (p. 687)”
Using a Science Writing Heuristic to enhance learning outcomes from laboratory activities in seventh‐grade science: quantitative and qualitative aspects (2004, background): “tion, and the nature of science (Keys 2000, Keys et al. 1999).”
Writing‐to‐learn Strategies in Secondary School Cell Biology: A mixed method study (2006, background): “The Science Writing Heuristic (SWH) is a semi-structured experience that helps students identify patterns in their inquiry data, use their data and prior knowledge to construct and support knowledge claims, and make meaningful connections between data, claims, and evidence (Hand & Keys, 1999; Hand e”
A meta-analysis of writing instruction for adolescent students. (2007, background): “Its explicitness encourages the establishment of connections between ideas, and its active nature may foster the ex- ploration of unexamined assumptions (Applebee, 1984; Keys, 2000; Shanahan, 2004; Sperling & Freedman, 2002).”