Directed Self-Inquiry: A Scaffold for Teaching Laboratory Report Writing
Directed Self-Inquiry: A Scaffold for Teaching Laboratory Report Writing
复制标题
定向自我探究：实验室报告写作教学的支架
DOI：
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发表时间：
2012
期刊：
影响因子：
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通讯作者：
Diana Samaroo
中科院分区：
文献类型：
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作者：
L. Deiner;D. Newsome;Diana Samaroo
为明确指导实验室报告的撰写创建了一个支架。脚手架将实验报告分成几个部分，并教学生提问和回答问题，以生成适合部分的内容和语言。脚手架的实施是通过一系列在学期中介绍的特定部分的训练来完成的。实施是由所有学生的写作一对一的反馈支持。脚手架和个人反馈的整合导致了学生写作的提高。
A scaffold was created for the explicit instruction of laboratory report writing. The scaffold breaks the laboratory report into sections and teaches students to ask and answer questions in order to generate section-appropriate content and language. Implementation of the scaffold is done through a series of section-specific worksheets that are introduced during the semester. Implementation is supported by one-on-one feedback on all student writing. The integration of scaffolding and personal feedback has led to improved student writing.