Writing for different audiences: Effects on high-school students' conceptual understanding of biology

被引：49

作者：

Gunel, Murat ^{[1
]}

Hand, Brian ^{[2
]}

McDermott, Mark Andrew ^{[2
]}

机构：

[1] Ataturk Univ, Kazim Karabekir Educ Fac, Dept Sci Educ, TR-25240 Erzurum, Turkey

[2] Univ Iowa, Coll Educ, Lindquist Ctr N238, Iowa City, IA 52242 USA

来源：

LEARNING AND INSTRUCTION | 2009年 / 19卷 / 04期

关键词：

Writing; Biology learning; Audience effect; Conceptual learning; SCIENCE LITERACY; STRATEGIES; EDUCATION; LANGUAGE; TALK;

D O I：

10.1016/j.learninstruc.2008.07.001

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Writing-to-learn activities in science classrooms can have an impact on student learning. This study sought to examine if the audience for which students write explanations of biology concepts affects their understanding of these concepts. One hundred eighteen Year 9/10 biology students from four classes participated in the study. There were four different audiences: teacher, younger students, peers, and parents. Students' writing for peers or younger students performed significantly better on conceptual questions than students writing for the teacher or the parents. (C) 2008 Elsevier Ltd. All rights reserved.

引用

页码：354 / 367

页数：14

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