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Writing-to-Learn in the Inquiry-Science Classroom: Effective Strategies from Middle School Science and Writing Teachers
11 references·0 citing·40 second hop
Writing-to-Learn in the Inquiry-Science Classroom: Effective Strategies from Middle School Science and Writing Teachers (2008)Writing-to-Learn in the Inquiry-Science C…Literacy Instruction in the Content Areas (2020)Literacy Instruction in the C…Writing and Learning in the Science Classroom (2004)Writing and Learning in the S…Using a Science Writing Heuristic to enhance learning outcomes from laboratory activities in seventh‐grade science: quantitative and qualitative aspects (2004)Using a Science Writing Heuri…Using the Science Writing Heuristic to Move toward an Inquiry-Based Laboratory Curriculum: An Example from Physical Equilibrium (2001)Using the Science Writing Heu…Using the Science Writing Heuristic as a Tool for Learning from Laboratory Investigations in Secondary Science (1999)Using the Science Writing Heu…Revitalizing instruction in scientific genres: Connecting knowledge production with writing to learn in science (1999)Revitalizing instruction in s…Reopening Inquiry into Cognitive Processes in Writing-To-Learn (1999)Reopening Inquiry into Cognit…Functional Approaches to Written Text: Classroom Applications. (1997)Functional Approaches to Writ…The development of scientific reasoning skills in conjunction with collaborative writing assignments: An interpretive study of six ninth‐grade students (1994)The development of scientific…Science Teaching and Development Of Thinking (1994)Science Teaching and Developm…A review of research on formal reasoning and science teaching (1985)A review of research on forma…Thought and language (1962)Those Who Understand: Knowledge Growth in Teaching (1986)The Uses of Argument (2003)A systemic and cognitive view on collaborative knowledge building with wikis (2008)Drawing-to-Learn: A Framework for Using Drawings to Promote Model-Based Reasoning in Biology (2015)The Effects of Writing on Learning in Science, Social Studies, and Mathematics: A Meta-Analysis (2020)The Psychology of Intelligence. (1951)The growth of logical thinking: From childhood to adolescence. (1958)Children's views concerning phase changes (1991)Critical Thinking and Science Education (2002)The Psychology Of Intelligence (2005)Assessment of the ways students generate arguments in science education: Current perspectives and recommendations for future directions (2008)Handbook of research on teaching (1986)Qualitative Data Analysis: A Sourcebook of New Methods (1986)National Science Education Standards (1995)Chapter 1 Developing Socially Just Subject-Matter Instruction: A Review of the Literature on Disciplinary Literacy Teaching (2007)Doing and Teaching Disciplinary Literacy with Adolescent Learners: A Social and Cultural Enterprise (2015)Learning How to Learn (1984)The Development of Scientific Reasoning Skills (2000)Collaborative writing: Product, process, and students’ reflections (2005)Should Science be Taught in Early Childhood? (2005)The Journal of College Science Teaching (1971)Talking science: language, learning, and values (1991)Epistemic levels in argument: An analysis of university oceanography students' use of evidence in writing (2002)The effect of peer feedback for blogging on college students' reflective learning processes (2007)The National Science Education Standards (2013)Qualitative Analysis for Social Scientists (1987)Learning to Teach Argumentation: Research and development in the science classroom (2005)Students' questions: a potential resource for teaching and learning science (2008)Argument‐Driven Inquiry as a way to help students learn how to participate in scientific argumentation and craft written arguments: An exploratory study (2010)Argument-Driven Inquiry: An Introduction to a New Instructional Model for Use in Undergraduate Chemistry Labs (2011)A process genre approach to teaching writing (2000)An exploration of a genre set: Research article abstracts and introductions in two disciplines (2004)‘We Do Not Seem to Have a Theory … The Theory I Present Here Attempts to Fill This Gap’: Inclusive and Exclusive Pronouns in Academic Writing (2005)Measuring Reform Practices in Science and Mathematics Classrooms: The Reformed Teaching Observation Protocol (2002)The BSCS 5E Instructional Model: Origins and Effectiveness (2006)Improvements from a Flipped Classroom May Simply Be the Fruits of Active Learning (2015)Examining the literacy component of science literacy: 25 years of language arts and science research (2003)Implementing POGIL in the lecture and the Science Writing Heuristic in the laboratory—student perceptions and performance in undergraduate organic chemistry (2008)Effects of Inquiry-based Learning on Students’ Science Literacy Skills and Confidence (2009)
this work references cited by second hop

References

  • 1994Science Teaching and Development Of Thinking534 cited
  • 1999Using the Science Writing Heuristic as a Tool for Learning from Laboratory Investigations in Secondary Science394 cited
  • 1999Reopening Inquiry into Cognitive Processes in Writing-To-Learn343 cited
  • 1999Revitalizing instruction in scientific genres: Connecting knowledge production with writing to learn in science322 cited
  • 2004Using a Science Writing Heuristic to enhance learning outcomes from laboratory activities in seventh‐grade science: quantitative and qualitative aspects251 cited
  • 1985A review of research on formal reasoning and science teaching218 cited
  • 2004Writing and Learning in the Science Classroom139 cited
  • 1997Functional Approaches to Written Text: Classroom Applications.135 cited
  • 1994The development of scientific reasoning skills in conjunction with collaborative writing assignments: An interpretive study of six ninth‐grade students93 cited
  • 2001Using the Science Writing Heuristic to Move toward an Inquiry-Based Laboratory Curriculum: An Example from Physical Equilibrium70 cited
  • 2020Literacy Instruction in the Content Areas43 cited

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