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Learning Science through Writing: The Role of Rhetorical Structures.

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Title: Learning Science through Writing: The Role of Rhetorical Structures.
Language: English
Authors: Klein, Perry D.
Source: Alberta Journal of Educational Research. Sum 1999 45(2):132-153.
Peer Reviewed: Y
Page Count: 22
Publication Date: 1999
Document Type: Journal Articles
Reports - Research
Descriptors: Constructivism (Learning), Demonstrations (Science), Higher Education, Learning Processes, Learning Strategies, Preservice Teachers, Science Instruction, Writing Across the Curriculum, Writing Strategies
ISSN: 0002-4805
Abstract: Eighty-five preservice-education students observed a science experiment concerning either buoyancy or the forces acting on a stationary object, then wrote a series of explanations. Results suggest that students' use of rhetorical structures (explanation, comparison, argumentation, and summarization) stimulated construction of new knowledge, but the effectiveness of writing differed significantly between the two science problems. Contains 78 references. (Author/SV)
Entry Date: 2000
Accession Number: EJ590167
Database: ERIC
FullText Text:
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  Data: <searchLink fieldCode="SO" term="%22Alberta+Journal+of+Educational+Research%22"><i>Alberta Journal of Educational Research</i></searchLink>. Sum 1999 45(2):132-153.
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  Data: Eighty-five preservice-education students observed a science experiment concerning either buoyancy or the forces acting on a stationary object, then wrote a series of explanations. Results suggest that students' use of rhetorical structures (explanation, comparison, argumentation, and summarization) stimulated construction of new knowledge, but the effectiveness of writing differed significantly between the two science problems. Contains 78 references. (Author/SV)
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        PageCount: 22
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      – SubjectFull: Demonstrations (Science)
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      – SubjectFull: Higher Education
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