caa a22 4500 463246586 CHVBK 20180405153327.0 cr unu---uuuuu 170326e20071201xx s 000 0 eng 10.1007/s10763-007-9082-y doi (NATIONALLICENCE)springer-10.1007/s10763-007-9082-y Writing for Learning in Science: A Secondary Analysis of Six Studies [Elektronische Daten] [Murat Gunel, Brian Hand, Vaughan Prain] This study is a secondary analysis of six previous studies that formed part of an ongoing research program focused on examining the benefits of using writing-to-learn strategies within science classrooms. The study is an attempt to make broader generalizations than those based on individual studies, given limitations related to sample sizes, topics, and classroom contexts. The results indicated that using writing-to-learn strategies was advantageous for students compared to those students working with more traditional science writing approaches. Using diversified types of writing enabled students in treatment groups to score significantly better on conceptual questions and total test scores than those in comparison groups. Importantly, when the cognitive demand of the question is increased from an extended recall to a design type question, there are significant performance differences between comparison and treatment groups in favour of treatment. The authors argue that the use of writing-to-learn strategies requires students to re-represent their knowledge in different forms and, as such, greater learning opportunities exist. Traditional writing strategies tend to favour replication of knowledge rather than re-representation knowledge. National Science Council, Taiwan, 2007 qualitative method nationallicence secondary analysis nationallicence science learning nationallicence science literacy nationallicence writing to learn nationallicence Gunel Murat Department of Science Education, Ataturk University, 25240, Erzurum, Turkey aut Hand Brian Curriculum and Instruction, University of Iowa, 52242, Iowa City, IA, USA aut Prain Vaughan School of Education, La Trobe University, 3552, Bendigo, Victoria, Australia aut International Journal of Science and Mathematics Education Springer Netherlands 5/4(2007-12-01), 615-637 1571-0068 5:4<615 2007 5 10763 https://doi.org/10.1007/s10763-007-9082-y text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s10763-007-9082-y text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Gunel Murat Department of Science Education, Ataturk University, 25240, Erzurum, Turkey aut NATIONALLICENCE 700 1- Hand Brian Curriculum and Instruction, University of Iowa, 52242, Iowa City, IA, USA aut NATIONALLICENCE 700 1- Prain Vaughan School of Education, La Trobe University, 3552, Bendigo, Victoria, Australia aut NATIONALLICENCE 773 0- International Journal of Science and Mathematics Education Springer Netherlands 5/4(2007-12-01), 615-637 1571-0068 5:4<615 2007 5 10763 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer