Writing to Learn in Science: Effects on Grade 4 Students' Understanding of Balance

Autor/inn/en	Gillespie Rouse, Amy; Graham, Steve; Compton, Donald
Titel	Writing to Learn in Science: Effects on Grade 4 Students' Understanding of Balance
Quelle	In: Journal of Educational Research, 110 (2017) 4, S.366-379 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-0671
DOI	10.1080/00220671.2015.1103688
Schlagwörter	Content Area Writing; Grade 4; Elementary School Science; Science Experiments; Experimental Groups; Control Groups; Elementary School Students; Pretests Posttests; Instructional Effectiveness; Intervention; Statistical Analysis + Suchen Sie Ihr Suchwort? Schriftliche Übung; School year 04; 4. Schuljahr; Schuljahr 04; Unterrichtserfolg; Statistische Analyse
Abstract	In this study, we randomly assigned 69 Grade 4 students to a writing-to-learn treatment (n = 23), comparison (n = 23), or no-treatment control (n = 23). Treatment and comparison students completed a science experiment involving balance. During the experiment, treatment students wrote four short responses and an extended response to document their learning. To control for writing time, comparison students wrote four short responses and an extended response about topics other than balance. On a 20-item balance knowledge posttest, control outperformed treatment (d = 0.89) and comparison (d = 1.05) on the lowest level balance questions (Level 1). At the highest level questions, Levels 3 and 4, treatment (ds = 1.42 and 0.94) and comparison (ds = 1.62 and 1.37) outperformed control. There were no significant differences in total words written or level of balance understanding on a posttest written response. The performance of individual responders to treatment is also discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01