Journal article
Students perceptions of writing for learning in secondary school science
Science education (Salem, Mass.), Vol.83(2), pp.151-162
03/1999
DOI: 10.1002/(SICI)1098-237X(199903)83:2<151::AID-SCE4>3.0.CO;2-S
Abstract
The implementation of writing-for-learning strategies within science classrooms requires changes in the way in which students engage with the subject. Specific writing tasks require students to address concepts of science and also to focus on issues of purpose, audience, topic, method of text production, and writing type. This article reports on students' perceptions of using writing as a component of their science learning. The results, collected over 4 years, have been organized to include students' perceptions of writing in science, learning, ownership, purpose, and science. These results are then discussed in terms of students' developing metacognition and epistemologies of science. The study concludes by discussing the implications arising for further research. © 1999 John Wiley & Sons, Inc. Sci Ed 83:151-162, 1999.
Details
- Title: Subtitle
- Students perceptions of writing for learning in secondary school science
- Creators
- Vaughan Prain - La Trobe UniversityBrian Hand - La Trobe University
- Resource Type
- Journal article
- Publication Details
- Science education (Salem, Mass.), Vol.83(2), pp.151-162
- Publisher
- John Wiley & Sons, Inc
- DOI
- 10.1002/(SICI)1098-237X(199903)83:2<151::AID-SCE4>3.0.CO;2-S
- ISSN
- 0036-8326
- eISSN
- 1098-237X
- Number of pages
- 12
- Language
- English
- Date published
- 03/1999
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371293402771
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