Anchoring phenomena and summary writing working together to improve student learning
Anchoring phenomena and summary writing working together to improve student learning
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锚定现象和总结写作共同提高学生的学习
DOI：
10.1080/00368121.2023.2168242
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发表时间：
2023
期刊：
影响因子：
--
通讯作者：
Fulmer, Gavin
中科院分区：
文献类型：
--
作者：
Richards, Allison Hart;Ercan-Dursun, Jale;Suh, Jee Kyung;Hand, Brian;Fulmer, Gavin
抽象的概念，如重力，可能为将现象带入课堂提供了绝佳的机会。作为一种知识生成策略，总结可以促进这种机会。将现象和总结结合使用可能有助于学生的学习，因为这需要他们在解释自然现象时将他们的想法和文字联系起来。本文描述了锚定现象和摘要写作如何通过使用五种生成活动，包括不同的语言和认知实践，整合成一个有凝聚力的单元。这五个活动包括：1)询问，2)设计，3)谈判，4)解释，5)总结。一系列的课程，与英语语言艺术共同核心国家标准和NGSS保持一致，采用科学写作启发式（SWH）方法设计。在这些课程结束后，学生们被要求写信给他们的同龄人，谈谈他们对这一现象的了解。老师提到，课堂讨论和总结写作练习帮助她看到了学生想法之间的联系，以及这些联系在整个单元中是如何变化的。许多学生还提到，他们更喜欢完成摘要写作而不是纸笔测试，因为他们能够以更舒适的方式解释自己。
Abstract concepts, such as gravity, may provide the perfect opportunity to bring phenomena into the classroom. As a knowledge generation strategy, summarizing can foster that opportunity. Using phenomena and summary writing together might help student learning since it requires making connections between their ideas and words to explain the natural phenomena. This article describes how anchoring phenomena and summary writing were integrated into a cohesive unit by using five generative activities that include different language and epistemic practices. Five activities include 1) Asking, 2) Designing, 3) Negotiating, 4) Explaining, and 5) Summarizing. A series of lessons, aligning with the Common Core State Standards for English Language Arts and the NGSS, were designed with the Science Writing Heuristic (SWH) approach. After these lessons, students were asked to write a letter to their younger peers about what they learned related to the phenomenon. The teacher mentioned that class discussions and summary writing practice helped her to see connections in students’ ideas and how those connections changed throughout the unit. Many of the students also mentioned that they preferred completing a summary writing rather than a paper-pencil test because they were able to explain themselves in a more comfortable way.
使用科学写作启发式方法增强学生对化学变化和混合物的理解
DOI：
--
发表时间：
2013
期刊：
影响因子：
--
作者：
Sevgi Kıngır;O. Geban;Murat Gunel
通讯作者：
Murat Gunel