Learning science through writing: associations with prior conceptions of writing and perceptions of a writing program |
| |
Authors: | Robert A Ellis Charlotte E Taylor Helen Drury |
| |
Institution: | 1. Institute of Teaching and Learning , University of Sydney , Australia;2. School of Biological Sciences , University of Sydney , Australia;3. The Learning Centre , University of Sydney , Australia |
| |
Abstract: | Students in a large undergraduate biology course were expected to write a scientific report as a key part of their course design. This study investigates the quality of learning arising from the writing experience and how it relates to the quality of students’ preconceptions of learning through writing and their perceptions of their writing program that led to their report. Closed‐ended questionnaires investigating student conceptions and perceptions of writing, and approaches to writing, were completed by 121 students. Significant associations were found amongst qualitatively different prior and post conceptions of writing, approaches to writing and achievement. The results of the analyses suggest that the effective support of student experiences of writing reports requires teachers to be aware of the type of conceptions that students bring to their course and the perceptions they hold about the purpose of the writing program in which they are engaged. |
| |
Keywords: | Conceptions Learning through writing Prior experiences Quantitative analyses |
|
|