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Learning About Plate Tectonics Through Argument-Writing.

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Title: Learning About Plate Tectonics Through Argument-Writing.
Authors: Klein, Perry D.1, Samuels, Boba1
Source: Alberta Journal of Educational Research. Summer2010, Vol. 56 Issue 2, p196-217. 22p. 8 Charts.
Subject Terms: *Cohesion (Linguistics), *Constructivism (Education), *Learning theories in education, Quasianalytic functions, Discriminant analysis, Sense of coherence
Abstract (English): In a quasi-experimental study (N=60), grade 7/8 teachers students were taught to write arguments in content-area subjects. After instruction, students drew on document portfolios to write on a new topic: "Do the continents drift?" In a MANCOVA, students who participated in argument instruction scored significantly higher than a control class on the combination of dependent variables. A stepwise discriminant analysis indicated that instruction most strongly affected argument genre knowledge, which in turn accounted for variance in the other dependent variables. The features of argument texts that were most strongly associated with science learning were: the number of argument moves, the number of science propositions taken up from source documents, text length, and text coherence. These results support a constructivist model of writing to learn in which students use genre knowledge to select information from source documents and construct genre-specific relationships among ideas. [ABSTRACT FROM AUTHOR]
Abstract (French): Une étude quasiexpérimentale (N=60), des élèves en 7e/8e ont appris à écrire des arguments dans des matières à contenu. Après avoir reçu des instructions, les élèves ont puisé dans des portfolios de documents pour rédiger un texte sur un nouveau sujet: Les continents dérivent-ils? Dans une analyse MANCOVA de la combinaison des variables dépendantes, les performances des élèves ayant participé à un cours sur l'argumentation étaient significativement meilleures que celles d'un groupe témoin. Une analyse discriminante pas à pas a indiqué que l'instruction a eu le plus d'impact sur les arguments constitués de connaissances disciplinaires, ce qui a entraîné la variance dans les autres variables dépendantes. Les éléments suivants des textes argumentatifs étaient le plus étroitement associés à l'apprentissage des sciences : le nombre d'arguments, le nombre de propositions scientifiques puisées des documents sources, la longueur du texte, et la cohérence textuelle. Ces résultats appuient un modèle constructiviste de l'apprentissage par la rédaction selon lequel les élèves s'appuient sur des connaissances disciplinaires pour sélectionner de l'information de documents sources et construire des rapports spécifiques à la discipline entre les idées. [ABSTRACT FROM AUTHOR]
Copyright of Alberta Journal of Educational Research is the property of Alberta Journal of Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Learning About Plate Tectonics Through Argument-Writing.
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  Data: <searchLink fieldCode="AR" term="%22Klein%2C+Perry+D%2E%22">Klein, Perry D.</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Samuels%2C+Boba%22">Samuels, Boba</searchLink><relatesTo>1</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Alberta+Journal+of+Educational+Research%22">Alberta Journal of Educational Research</searchLink>. Summer2010, Vol. 56 Issue 2, p196-217. 22p. 8 Charts.
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  Data: *<searchLink fieldCode="DE" term="%22Cohesion+%28Linguistics%29%22">Cohesion (Linguistics)</searchLink><br />*<searchLink fieldCode="DE" term="%22Constructivism+%28Education%29%22">Constructivism (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+theories+in+education%22">Learning theories in education</searchLink><br /><searchLink fieldCode="DE" term="%22Quasianalytic+functions%22">Quasianalytic functions</searchLink><br /><searchLink fieldCode="DE" term="%22Discriminant+analysis%22">Discriminant analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Sense+of+coherence%22">Sense of coherence</searchLink>
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  Label: Abstract (English)
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  Data: In a quasi-experimental study (N=60), grade 7/8 teachers students were taught to write arguments in content-area subjects. After instruction, students drew on document portfolios to write on a new topic: "Do the continents drift?" In a MANCOVA, students who participated in argument instruction scored significantly higher than a control class on the combination of dependent variables. A stepwise discriminant analysis indicated that instruction most strongly affected argument genre knowledge, which in turn accounted for variance in the other dependent variables. The features of argument texts that were most strongly associated with science learning were: the number of argument moves, the number of science propositions taken up from source documents, text length, and text coherence. These results support a constructivist model of writing to learn in which students use genre knowledge to select information from source documents and construct genre-specific relationships among ideas. [ABSTRACT FROM AUTHOR]
– Name: Abstract
  Label: Abstract (French)
  Group: Ab
  Data: Une étude quasiexpérimentale (N=60), des élèves en 7e/8e ont appris à écrire des arguments dans des matières à contenu. Après avoir reçu des instructions, les élèves ont puisé dans des portfolios de documents pour rédiger un texte sur un nouveau sujet: Les continents dérivent-ils? Dans une analyse MANCOVA de la combinaison des variables dépendantes, les performances des élèves ayant participé à un cours sur l'argumentation étaient significativement meilleures que celles d'un groupe témoin. Une analyse discriminante pas à pas a indiqué que l'instruction a eu le plus d'impact sur les arguments constitués de connaissances disciplinaires, ce qui a entraîné la variance dans les autres variables dépendantes. Les éléments suivants des textes argumentatifs étaient le plus étroitement associés à l'apprentissage des sciences : le nombre d'arguments, le nombre de propositions scientifiques puisées des documents sources, la longueur du texte, et la cohérence textuelle. Ces résultats appuient un modèle constructiviste de l'apprentissage par la rédaction selon lequel les élèves s'appuient sur des connaissances disciplinaires pour sélectionner de l'information de documents sources et construire des rapports spécifiques à la discipline entre les idées. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Alberta Journal of Educational Research is the property of Alberta Journal of Educational Research and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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