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Writing in the STEM classroom: Faculty conceptions of writing and its role in the undergraduate classroom

机译：写在茎课堂：教师的写作概念及其在本科教室中的作用

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Abstract >Writing is widely recognized as fundamental to the construction and communication of scientific knowledge. Building on this relationship between writing and knowledge construction, writing‐to‐learn (WTL) activities have shown to be effective in many science classrooms, but have not been widely implemented at the postsecondary level. To address the lack of implementation, we investigated potential adopters of this pedagogy. Potential adopters, postsecondary faculty, are unique given the key role writing plays in their professional practice as researchers. Because of this unique feature and the fact that an instructor's theoretical orientation toward a construct impacts their instruction of that construct, an investigation of postsecondary faculty's conceptions of writing instruction is necessary to understand the way writing is being used in the postsecondary classroom. To this end, 33 STEM faculty across multiple disciplines and positions were interviewed about writing and its role in their classes. A phenomenographic analysis resulted in four faculty “types” consisting of unique combinations of concept and practice, organized according to compatibility with WTL. Profiles were built that describe unique conceptions, desired outcomes, and challenges for each type. These profiles provide an understanding of the relationship between faculty's conceptions and instructional practices regarding writing and lay the groundwork for understanding how writing is used in the postsecondary classroom. </abstract> </span> <span class="z_kbtn z_kbtnclass hoverxs" style="display: none;">展开▼</span> </div> <div class="translation abstracttxt"> <span class="zhankaihshouqi fivelineshidden" id="abstract"> <span>机译：</span><Abstract XMLNS =“http://www.wiley.com/namespaces/wiley”type =“main”xml：lang =“en”> <标题类型=“main”>抽象</ title> >写作被广泛认可为科学知识的建设和沟通的基础。在写作和知识建设之间建立这种关系，写作 - 学习（WTL）活动在许多科学课堂上表现出有效，但尚未以职业级别普遍实施。为了解决缺乏实施，我们调查了这个教育学的潜在采用者。潜在的采用者，后方派教师是独一无二的，因为在他们的专业练习中作为研究人员扮演的关键作用。由于这种独特的特征和教师对构建的理论取向影响其对该构建的指导，因此对文字教师的概念进行了调查，以了解文字在后期课堂上使用的方式。为此，在课堂上采访了三个纪律和职位的33个茎干的教师。现象分析导致四位教师，包括概念和实践的独特组合，根据与WTL的兼容组织组织。构建了配置文件，描述了各种类型的独特概念，期望的结果和挑战。这些配置文件对教师的概念和教学实践之间的关系的理解提供了关于写作的基础，为理解在后方教室中使用了如何写作。</ p> </摘要> </span> <span class="z_kbtn z_kbtnclass hoverxs" style="display: none;">展开▼</span> </div> </div> <div class="record"> <h2 class="all_title" id="enpatent33" >著录项</h2> <ul> <li> <span class="lefttit">来源</span> <div style="width: 86%;vertical-align: text-top;display: inline-block;"> <a href='/journal-foreign-27921/'>《Science education》</a> <b style="margin: 0 2px;">|</b><span>2018年第5期</span><b style="margin: 0 2px;">|</b><span>共22页</span> </div> </li> <li> <div class="author"> <span class="lefttit">作者</span> <p id="fAuthorthree" class="threelineshidden zhankaihshouqi"> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Moon Alena&option=202" target="_blank" rel="nofollow">Moon Alena;</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Gere Anne Ruggles&option=202" target="_blank" rel="nofollow">Gere Anne Ruggles;</a> <a href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=Shultz Ginger V.&option=202" target="_blank" rel="nofollow">Shultz Ginger V.;</a> </p> <span class="z_kbtnclass z_kbtnclassall hoverxs" id="zkzz" style="display: none;">展开▼</span> </div> </li> <li> <div style="display: flex;"> <span class="lefttit">作者单位</span> <div style="position: relative;margin-left: 3px;max-width: 639px;"> <div class="threelineshidden zhankaihshouqi" id="fOrgthree"> <p>Department of ChemistryUniversity of MichiganAnn Arbor MI USA;</p> <p>Sweetland Center for WritingUniversity of MichiganAnn Arbor MI USA;</p> <p>Department of ChemistryUniversity of MichiganAnn Arbor MI USA;</p> </div> <span class="z_kbtnclass z_kbtnclassall hoverxs" id="zhdw" style="display: none;">展开▼</span> </div> </div> </li> <li > <span class="lefttit">收录信息</span> <span style="width: 86%;vertical-align: text-top;display: inline-block;"></span> </li> <li> <span class="lefttit">原文格式</span> <span>PDF</span> </li> <li> <span class="lefttit">正文语种</span> <span>eng</span> </li> <li> <span class="lefttit">中图分类</span> <span><a href="https://www.zhangqiaokeyan.com/clc/697.html" title="教学理论">教学理论;</a></span> </li> <li class="antistop"> <span class="lefttit">关键词</span> <p style="width: 86%;vertical-align: text-top;"> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=case study&option=203" rel="nofollow">case study;</a> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=faculty conceptions&option=203" rel="nofollow">faculty conceptions;</a> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=phenomenography&option=203" rel="nofollow">phenomenography;</a> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=science writing&option=203" rel="nofollow">science writing;</a> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=undergraduate STEM&option=203" rel="nofollow">undergraduate STEM;</a> <a style="color: #3E7FEB;" href="/search.html?doctypes=4_5_6_1-0_4-0_1_2_3_7_9&sertext=writing‐to‐learn&option=203" rel="nofollow">writing‐to‐learn;</a> </p> <div class="translation"> 机译：案例研究;教师概念;现象;科学写作;本科生词汇;写作 - 学习; 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