Learning from writing in college biology
Learning from writing in college biology
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DOI：
10.1007/s11165-007-9062-9
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发表时间：
2008-08-01
影响因子：
2.3
通讯作者：
Chang, Shu-Mei
中科院分区：
文献类型：
--
作者：
Armstrong, Norris A.;Wallace, Carolyn S.;Chang, Shu-Mei
本研究采用定量和定性分析相结合的方法，探讨了大学生生物学导论课中书面论证对学习的影响以及学生在写作时所使用的元认知类型。治疗组和对照组的比较表明，所使用的写作作业对通过传统考试测量的整体内容学习的影响最小。随后的采访和有声思维协议的一个子集的学生表示，写作的论点有潜力促进学习，通过向前和向后的搜索策略。然而，很少有学生利用这个机会使用元认知技能。这项研究表明，准备书面的论点是不够的，本身，对学生的学习有一个可靠的影响，是一致的，学生必须明确地教何时以及如何使用不同的元认知策略。
This study used both quantitative and qualitative analyses to examine the influence of written arguments on learning in a college level introductory biology class and the types of metacognition employed by students while writing. Comparison of a treatment and control group indicates that the writing assignments used had minimal impact on overall content learning as measured by conventional exams. Subsequent interviews and think-aloud protocols with a subset of students indicated that writing arguments had the potential to foster learning through forward and backward search strategies. However, few of the students took advantage of this opportunity to use metacognitive skills. This study suggests that preparing written arguments is not sufficient, by itself, to have a reliable effect on student learning and is consistent with the view that students must be explicitly taught when and how to use different metacognitive strategies.