Learning Science through Writing: The Role of Rhetorical Structures.
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| Title: | Learning Science through Writing: The Role of Rhetorical Structures. |
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| 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 |
| 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) |
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| ISSN: | 0002-4805 |
