Detail University Student Approaches to Learning Science Through Writing   Oleh:  Ellis, Robert A. Jenis: Article from Journal Dalam koleksi: International Journal of Science Education vol. 26 no. 15 (2004), page 1835-1853. Fulltext: 2004 writing 51.pdf (141.94KB) Isi artikel TSED100770.sgm 10.1080/0950069042000243772 International Journal of Science Education 0950-0693 (print)/1464-5289 (online) Original Article 2004 Taylor & Francis Ltd 0000002004 RobertA.Ellis Institute of Teaching & LearningUniversity of SydneyLevel 3, Carslaw F07BroadwaySydneyAustralia 2006r.ellis@vcc.usyd.edn.au This study investigates the approaches adopted by students to a university writing programme designed to help them learn first-year undergraduate science. The research design includes phenomenographic analyses of 19 interviews and 50 open-ended questionnaires, as well as quantitative analyses of the qualitative data. The main results of the study are the close association between the quality of the students’ approaches to writing, including when they use technology, to the way they think about writing as a way of learning, and to the level of achievement they reach. The results suggest that writing programmes designed to help students learn science would be improved if their tasks embed issues such as what learning is possible through writing, how new technologies can be used to support meaningful writing and who should be offering models of how to approach university writing most meaningfully. Opini Anda Klik untuk menuliskan opini Anda tentang koleksi ini! Kembali

Copyright © 2006, 2007 Unika Atma Jaya, all rights reserved