The effect of talk and writing on learning science: An exploratory study
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Notice bibliographique
Résumé
This study investigated the role of talk and writing on learning science. The purpose was to explore the effect of talk, writing, and talk and writing on the learning and retention of simple and integrated knowledge, and to describe the mechanisms by which talk and writing mediate these processes. Forty-three students were randomly assigned to four groups, all stratified for gender and ability. At intervals during an instructional unit, three treatment groups received problem tasks that involved constructing scientific explanations for real-world applications of ecological concepts. A control group received simpler descriptive tasks based on similar content. Students in the talk-only treatment group (T) discussed the problem tasks in small peer groups. Students in the writing-only treatment group (W) individually wrote responses for each of the tasks, but without first talking to other students. Students in the combined talk and writing treatment group (TW) discussed the problems in groups prior to individually writing their explanations. Dependent variables included simple, integrated, and total knowledge scores based on multiple-choice tests, essay questions, and concept maps obtained at three timepoints during the study: a pretest; an immediate posttest; and a delayed posttest. Records of student talk and writing were also analyzed to describe the mechanisms involved. The findings suggest that talk is important for sharing, clarifying, and distributing knowledge among peers, while asking questions, hypothesizing, explaining, and formulating ideas together are all important mechanisms during peer discussions. Analytical writing is an important tool for transforming rudimentary ideas into knowledge that is more coherent and structured. Furthermore, talk combined with writing appears to enhance the retention of science learning over time. Moreover, gender and ability may be important mediating variables that determine the effectiveness of talk and writing for enhancing learning. © 2000 John Wiley & Sons, Inc. Sci Ed 84:566–593, 2000.
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Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,020 | 0,001 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,002 | 0,001 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découle