TY - JOUR
T1 - Writing to learn in science
T2 - Effects on Grade 4 students' understanding of balance
AU - Gillespie Rouse, Amy
AU - Graham, Stephen
AU - Compton, Donald
N1 - Publisher Copyright:
© 2017 Taylor & Francis Group, LLC.
PY - 2017/7/4
Y1 - 2017/7/4
N2 - In this study, we randomly assigned 69 Grade 4 students to a writing-to-learn treatment (n = 23), comparison (n = 23), or no-treatment control (n = 23). Treatment and comparison students completed a science experiment involving balance. During the experiment, treatment students wrote four short responses and an extended response to document their learning. To control for writing time, comparison students wrote four short responses and an extended response about topics other than balance. On a 20-item balance knowledge posttest, control outperformed treatment (d = 0.89) and comparison (d = 1.05) on the lowest level balance questions (Level 1). At the highest level questions, Levels 3 and 4, treatment (ds = 1.42 and 0.94) and comparison (ds = 1.62 and 1.37) outperformed control. There were no significant differences in total words written or level of balance understanding on a posttest written response. The performance of individual responders to treatment is also discussed.
AB - In this study, we randomly assigned 69 Grade 4 students to a writing-to-learn treatment (n = 23), comparison (n = 23), or no-treatment control (n = 23). Treatment and comparison students completed a science experiment involving balance. During the experiment, treatment students wrote four short responses and an extended response to document their learning. To control for writing time, comparison students wrote four short responses and an extended response about topics other than balance. On a 20-item balance knowledge posttest, control outperformed treatment (d = 0.89) and comparison (d = 1.05) on the lowest level balance questions (Level 1). At the highest level questions, Levels 3 and 4, treatment (ds = 1.42 and 0.94) and comparison (ds = 1.62 and 1.37) outperformed control. There were no significant differences in total words written or level of balance understanding on a posttest written response. The performance of individual responders to treatment is also discussed.
KW - Elementary
KW - science
KW - writing
KW - writing to learn
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U2 - 10.1080/00220671.2015.1103688
DO - 10.1080/00220671.2015.1103688
M3 - Article
AN - SCOPUS:84987923891
SN - 0022-0671
VL - 110
SP - 366
EP - 379
JO - Journal of Educational Research
JF - Journal of Educational Research
IS - 4
ER -