The Effects of Writing on Learning in Science, Social Studies, and Mathematics: A Meta-Analysis
The Effects of Writing on Learning in Science, Social Studies, and Mathematics: A Meta-Analysis
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DOI：
10.3102/0034654320914744
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发表时间：
2020-03-19
影响因子：
11.2
通讯作者：
MacKay, Meade
中科院分区：
文献类型：
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作者：
Graham, Steve;Kiuhara, Sharlene A.;MacKay, Meade
该荟萃分析研究了学生在科学，社会研究和数学方面撰写内容材料是否有助于学习（k = 56个实验）。本综述中的研究是真实或准实验（有预测试），用英语写作，并与1至12年级的学生进行，其中写作学习活动是教学的一部分。如果对照条件使用写作来支持学习（治疗学生花更多时间从事写作学习活动除外）、学习损耗超过20%、治疗和对照条件之间的教学时间和内容覆盖范围不同、预试成绩接近上限水平、字母成绩是学习结果，并且学生就读于残疾学生特殊学校，则研究不包括在内。正如预测的那样，关于内容的写作可靠地增强了学习（效果大小= 0.30）。它同样有效地提高了科学，社会研究和数学的学习以及小学，初中和高中学生的学习。写作活动、教学或评估的特点并不影响写作学习效果。此外，获得的效果的变异性与研究质量的特征无关。未来的研究方向和实践的影响。
This meta-analysis examined if students writing about content material in science, social studies, and mathematics facilitated learning (k = 56 experiments). Studies in this review were true or quasi-experiments (with pretests), written in English, and conducted with students in Grades 1 to 12 in which the writing-to-learn activity was part of instruction. Studies were not included if the control condition used writing to support learning (except when treatment students spent more time engaging in writing-to-learn activities), study attrition exceeded 20%, instructional time and content coverage differed between treatment and control conditions, pretest scores approached ceiling levels, letter grades were the learning outcome, and students attended a special school for students with disabilities. As predicted, writing about content reliably enhanced learning (effect size = 0.30). It was equally effective at improving learning in science, social studies, and mathematics as well as the learning of elementary, middle, and high school students. Writing-to-learn effects were not moderated by the features of writing activities, instruction, or assessment. Furthermore, variability in obtained effects were not related to features of study quality. Directions for future research and implications for practice are provided.