Writing-to-learn in biology and mathematics teacher education: promoting students’ topic knowledge and insight
In the present study, effects of Genre Writing instruction added with planning and revising activities (GWPR) are investigated in teacher education. This type of instruction was considered promising because it appeared to lead to positive effects on topic knowledge and insight in previous studies co...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Frontiers Media S.A.
2023-07-01
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| Series: | Frontiers in Education |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/feduc.2023.1094156/full |
| _version_ | 1797785270378037248 |
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| author | Aartje Van Dijk Amos Van Gelderen Folkert Kuiken |
| author_facet | Aartje Van Dijk Amos Van Gelderen Folkert Kuiken |
| author_sort | Aartje Van Dijk |
| collection | DOAJ |
| description | In the present study, effects of Genre Writing instruction added with planning and revising activities (GWPR) are investigated in teacher education. This type of instruction was considered promising because it appeared to lead to positive effects on topic knowledge and insight in previous studies conducted in secondary education. Researchers’ expectation was that writing-to-learn activities by means of GWPR support teacher candidates in acquiring topic knowledge and insight into subject matter. Two studies were undertaken, one in biology and one in mathematics teacher education, each comprising a quasi-experiment and a think-aloud study. Both studies were embedded in regular courses. Researchers co-created writing-to-learn tasks with the teacher educators involved. Both experiments showed positive effects on learning. Results of the think-aloud studies provided evidence for specific indicators (students’ reflections) of the process of writing-to-learn, in which experimental teacher candidates differed from the control group. Finally, we discuss the impact of the results for the theory, follow-up studies and teaching practice. |
| first_indexed | 2024-03-13T00:51:42Z |
| format | Article |
| id | doaj.art-db241a19ea464ea9970e0a1d8d414b0d |
| institution | Directory Open Access Journal |
| issn | 2504-284X |
| language | English |
| last_indexed | 2024-03-13T00:51:42Z |
| publishDate | 2023-07-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Education |
| spelling | doaj.art-db241a19ea464ea9970e0a1d8d414b0d2023-07-07T13:57:31ZengFrontiers Media S.A.Frontiers in Education2504-284X2023-07-01810.3389/feduc.2023.10941561094156Writing-to-learn in biology and mathematics teacher education: promoting students’ topic knowledge and insightAartje Van Dijk0Amos Van Gelderen1Folkert Kuiken2Research Centre for Urban Talent, Rotterdam University of Applied Sciences, Rotterdam, NetherlandsResearch Centre for Urban Talent, Rotterdam University of Applied Sciences, Rotterdam, NetherlandsFaculty of Humanities, Amsterdam Center for Language and Communication, University of Amsterdam, Amsterdam, NetherlandsIn the present study, effects of Genre Writing instruction added with planning and revising activities (GWPR) are investigated in teacher education. This type of instruction was considered promising because it appeared to lead to positive effects on topic knowledge and insight in previous studies conducted in secondary education. Researchers’ expectation was that writing-to-learn activities by means of GWPR support teacher candidates in acquiring topic knowledge and insight into subject matter. Two studies were undertaken, one in biology and one in mathematics teacher education, each comprising a quasi-experiment and a think-aloud study. Both studies were embedded in regular courses. Researchers co-created writing-to-learn tasks with the teacher educators involved. Both experiments showed positive effects on learning. Results of the think-aloud studies provided evidence for specific indicators (students’ reflections) of the process of writing-to-learn, in which experimental teacher candidates differed from the control group. Finally, we discuss the impact of the results for the theory, follow-up studies and teaching practice.https://www.frontiersin.org/articles/10.3389/feduc.2023.1094156/fullwriting-to-learngenre writing instruction in learningteaching cognitive strategiesreflection on own learningco-creating a writing task |
| spellingShingle | Aartje Van Dijk Amos Van Gelderen Folkert Kuiken Writing-to-learn in biology and mathematics teacher education: promoting students’ topic knowledge and insight Frontiers in Education writing-to-learn genre writing instruction in learning teaching cognitive strategies reflection on own learning co-creating a writing task |
| title | Writing-to-learn in biology and mathematics teacher education: promoting students’ topic knowledge and insight |
| title_full | Writing-to-learn in biology and mathematics teacher education: promoting students’ topic knowledge and insight |
| title_fullStr | Writing-to-learn in biology and mathematics teacher education: promoting students’ topic knowledge and insight |
| title_full_unstemmed | Writing-to-learn in biology and mathematics teacher education: promoting students’ topic knowledge and insight |
| title_short | Writing-to-learn in biology and mathematics teacher education: promoting students’ topic knowledge and insight |
| title_sort | writing to learn in biology and mathematics teacher education promoting students topic knowledge and insight |
| topic | writing-to-learn genre writing instruction in learning teaching cognitive strategies reflection on own learning co-creating a writing task |
| url | https://www.frontiersin.org/articles/10.3389/feduc.2023.1094156/full |
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