Perry D Klein
Biographic Data
| ID | 5167085 |
|---|---|
| NAME | Perry D Klein |
| GIVEN NAMES | Perry D |
| FAMILY NAME | Klein |
| SIGNATURE | KLEIN P D |
| AFFILIATIONS | Western University |
| ORCID | 0000-0001-6740-4737 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 6 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Pre-service teachers’ knowledge of language and literacy concepts
Effects of Persuasion and Discussion Goals On Writing, Cognitive Load, and Learning in Science
Argumentation can contribute significantly to content area learning. Recent research has raised questions about the effects of discussion (deliberation) goals versus persuasion (disputation) goals on reasoning and learning. This is the first study to compare the effects of these writing goals on individual writing to learn. Grade 7 and 8 students learned about buoyancy through argument writing. A 2 x 2 x 2 between-subjects pretest-post-test rando…
Perceptual organization, phonological awareness, and reading comprehension in adults with and without learning disabilities
Teaching Argument and Explanation to Prepare Junior Students for Writing to Learn
The purpose of this project was to develop theoretical constructs and instructional design elements related to improving students' ability to learn through writing. The authors used a design experiment approach to develop an instructional model to improve students' ability to use writing as a learning tool. This model, developed by Bereiter and Scardamalia, posits that a dialectic between solving rhetorical problems and solving content problems c…
Learning About Plate Tectonics Through Argument-Writing
In a quasi-experimental study (N=60), grade 7/8 teachers students were taught to write arguments in content-area subjects. After instruction, students drew on document portfolios to write on a new topic: “Do the continents drift?” In a MANCOVA, students who participated in argument instruction scored significantly higher than a control class on the combination of dependent variables. A stepwise discriminant analysis indicated that instruction mos…
Learning Science Through Writing
In a 2 X 2 between-groups study, 85 preservice education students observed a science experiment concerning either buoyancy or the forces acting on a stationary object. Each student then wrote an initial explanation of the phenomenon followed by a journal-style note, then a final explanation. For each science experiment half the students received a list of strategy prompts intended to facilitate learning through writing, and half wrote without the…
Effects of Persuasion and Discussion Goals On Writing, Cognitive Load, and Learning in Science
Argumentation can contribute significantly to content area learning. Recent research has raised questions about the effects of discussion (deliberation) goals versus persuasion (disputation) goals on reasoning and learning. This is the first study to compare the effects of these writing goals on individual writing to learn. Grade 7 and 8 students learned about buoyancy through argument writing. A 2 x 2 x 2 between-subjects pretest-post-test rando…
Teaching Argument and Explanation to Prepare Junior Students for Writing to Learn
The purpose of this project was to develop theoretical constructs and instructional design elements related to improving students' ability to learn through writing. The authors used a design experiment approach to develop an instructional model to improve students' ability to use writing as a learning tool. This model, developed by Bereiter and Scardamalia, posits that a dialectic between solving rhetorical problems and solving content problems c…
Learning About Plate Tectonics Through Argument-Writing
In a quasi-experimental study (N=60), grade 7/8 teachers students were taught to write arguments in content-area subjects. After instruction, students drew on document portfolios to write on a new topic: “Do the continents drift?” In a MANCOVA, students who participated in argument instruction scored significantly higher than a control class on the combination of dependent variables. A stepwise discriminant analysis indicated that instruction mos…
Learning Science Through Writing
In a 2 X 2 between-groups study, 85 preservice education students observed a science experiment concerning either buoyancy or the forces acting on a stationary object. Each student then wrote an initial explanation of the phenomenon followed by a journal-style note, then a final explanation. For each science experiment half the students received a list of strategy prompts intended to facilitate learning through writing, and half wrote without the…
Perceptual organization, phonological awareness, and reading comprehension in adults with and without learning disabilities
Teaching Argument and Explanation to Prepare Junior Students for Writing to Learn
The purpose of this project was to develop theoretical constructs and instructional design elements related to improving students' ability to learn through writing. The authors used a design experiment approach to develop an instructional model to improve students' ability to use writing as a learning tool. This model, developed by Bereiter and Scardamalia, posits that a dialectic between solving rhetorical problems and solving content problems c…
Learning About Plate Tectonics Through Argument-Writing
In a quasi-experimental study (N=60), grade 7/8 teachers students were taught to write arguments in content-area subjects. After instruction, students drew on document portfolios to write on a new topic: “Do the continents drift?” In a MANCOVA, students who participated in argument instruction scored significantly higher than a control class on the combination of dependent variables. A stepwise discriminant analysis indicated that instruction mos…
Effects of Persuasion and Discussion Goals On Writing, Cognitive Load, and Learning in Science
Argumentation can contribute significantly to content area learning. Recent research has raised questions about the effects of discussion (deliberation) goals versus persuasion (disputation) goals on reasoning and learning. This is the first study to compare the effects of these writing goals on individual writing to learn. Grade 7 and 8 students learned about buoyancy through argument writing. A 2 x 2 x 2 between-subjects pretest-post-test rando…
Pre-service teachers’ knowledge of language and literacy concepts
Psychology (5 works) · Innovative Teaching and Learning Methods (4 works) · Mathematics education (4 works) · Argument (complex analysis) (3 works) · Linguistics (3 works) · Argumentation theory (2 works) · Cognition (2 works) · Cognitive psychology (2 works) · Dyslexia (2 works) · Educational Strategies and Epistemologies (2 works)