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Student perception of writing in the science classroom.

机译:学生对科学课堂写作的看法。

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摘要

This study examines factors that shape four student's perceptions of writing tasks in their science classroom. This qualitative retrospective interview study focuses on four students concurrently enrolled in honors English and honors biology. This research employs a phenomenological perspective on writing, examining whether the writing strategies students acquire in the Language Arts classroom manifest in the content areas. I also adopt Bandura's theoretical perspective on self-efficacy as well as Hillock's notion of writing as inquiry and meaning making. This study concludes that students need ample opportunity to generate content and language that will help reveal a purpose and genre for writing tasks in the content areas. Although all four students approached the writing tasks differently in this study, the tasks set before them were opportunities for replication rather than inquiry Through the case studies of four students as well as current research on content writing, this project works to inform all content area teachers about student perceptions of writing in the content areas.
机译:这项研究调查了影响四个学生在科学教室中写作任务观念的因素。这项定性回顾性访谈研究的重点是同时招收荣誉英语和荣誉生物学的四名学生。这项研究从现象学的角度对写作进行了研究,考察了学生在语言艺术教室中所获得的写作策略是否体现在内容领域。我还采纳了班杜拉关于自我效能感的理论观点,以及希洛克(Hockock)的作为探究和意义创造的写作观念。这项研究得出的结论是,学生需要足够的机会来生成内容和语言,这将有助于揭示在内容领域写作任务的目的和体裁。尽管本研究中所有四个学生对写作任务的处理方式都不同,但摆在他们面前的任务是复制的机会,而不是探究性的机会。通过对四个学生的案例研究以及对内容写作的最新研究,该项目致力于为所有内容领域的教师提供信息关于学生对内容领域写作的看法。

著录项

  • 作者

    Deakin, Kathleen J.;

  • 作者单位

    Arizona State University.;

  • 授予单位 Arizona State University.;
  • 学科 Secondary education.;Language arts.;Science education.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 117 p.
  • 总页数 117
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

  • 入库时间 2022-08-17 11:36:55

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