Journal article
Addressing the Disadvantage Gap Through Generative Learning: A Case for the Science Writing Heuristic Approach
Educational researcher, Vol.54(5), pp.264-271
06/2025
DOI: 10.3102/0013189X251324141
Abstract
This study investigated the long-term impact of the science writing heuristic (SWH) approach on students’ science achievement, focusing on differences between low and high socioeconomic status (SES) groups. Through a longitudinal design, students were divided into control and treatment (at least 1 year of SWH) groups. Polynomial growth mixed modeling analyzed longitudinal data from Grades 4 to 11 using Iowa Test of Basic Skills scores. Results showed that younger students in the SWH approach had better achievement growth, and the SWH experience affected science achievement differently for students from low and high SES backgrounds. The findings support the importance of early intervention for disadvantaged groups, such as students from low SES backgrounds.
Details
- Title: Subtitle
- Addressing the Disadvantage Gap Through Generative Learning: A Case for the Science Writing Heuristic Approach
- Creators
- Jihyun Hwang - Korea National University of EducationNiphon Chanlen - Institute for the Promotion of Teaching Science and TechnologyGamze Karaer - Washington State UniversityBrian Hand - University of Iowa
- Resource Type
- Journal article
- Publication Details
- Educational researcher, Vol.54(5), pp.264-271
- DOI
- 10.3102/0013189X251324141
- ISSN
- 0013-189X
- eISSN
- 1935-102X
- Publisher
- Sage; THOUSAND OAKS
- Language
- English
- Electronic publication date
- 03/14/2025
- Date published
- 06/2025
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984801891602771
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