Journal article
A Secondary Reanalysis of Student Perceptions of Non-traditional Writing Tasks Over a Ten Year Period
Journal of research in science teaching, Vol.47(5), pp.518-539
05/2010
DOI: 10.1002/tea.20350
Abstract
This study aims to add to the growing research related to the implementation of non-traditional writing tasks in classrooms to encourage science literacy. A secondary reanalysis methodology was employed to review student interviews collected as a part of several individual studies during a ten year research program. This method established an interpretive framework different than the particular frameworks guiding the individual studies. In doing so, a greater ability to generalize findings was sought. Main assertions emerging front the student responses analyzed include recognition of benefits of non-traditional writing, recognition of the need for particular task characteristics to encourage these benefits, and recognition of greater cognitive activity than is present in typical science classroom writing. (C) 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 518-539, 2010
Details
- Title: Subtitle
- A Secondary Reanalysis of Student Perceptions of Non-traditional Writing Tasks Over a Ten Year Period
- Creators
- Mark A. McDermott - Wartburg Coll, Sci Ctr 161, Waverly, IA 50677 USABrian Hand - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Journal of research in science teaching, Vol.47(5), pp.518-539
- Publisher
- Wiley
- DOI
- 10.1002/tea.20350
- ISSN
- 0022-4308
- eISSN
- 1098-2736
- Number of pages
- 22
- Language
- English
- Date published
- 05/2010
- Academic Unit
- Education Administration; Teaching and Learning
- Record Identifier
- 9984371292802771
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