Addressing the Disadvantage Gap Through Generative Learning

A Case for the Science Writing Heuristic Approach

Dados Bibliográficos

ID9731015
AutoresJihyun Hwang (0000-0003-3107-7142, Korea National University of Education, Cheongju, Chungcheongbuk-do, autor correspondente), Niphon Chanlen (Institute for the Promotion of Teaching Science and Technology, Bangkok), Gamze Karaer (0000-0002-0389-3938, Washington State University, Pullman, WA), Brian Hand (0000-0002-0574-7491, University of Iowa, Iowa City, IA)
Ano2025
Volume54
Fascículo5
Páginas264-271
Data de publicação2025-06-01
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoEducational Researcher (JOURNAL)
Identificadores do periódicoISSN: 0013-189X • E-ISSN: 1935-102X
EditoraAmerican Educational Research Association (AERA) (PUBLISHER)
DOI10.3102/0013189x251324141
OpenAlexW4408451922
IdiomaEN
Citações recebidas1
Referências citadas29

This study investigated the long-term impact of the science writing heuristic (SWH) approach on students’ science achievement, focusing on differences between low and high socioeconomic status (SES) groups. Through a longitudinal design, students were divided into control and treatment (at least 1 year of SWH) groups. Polynomial growth mixed modeling analyzed longitudinal data from Grades 4 to 11 using Iowa Test of Basic Skills scores. Results showed that younger students in the SWH approach had better achievement growth, and the SWH experience affected science achievement differently for students from low and high SES backgrounds. The findings support the importance of early intervention for disadvantaged groups, such as students from low SES backgrounds

Disadvantage · Epistemology · Generative grammar · Generative model · Heuristic · Mathematics education · Sociology · Artificial Intelligence · Computer Science · Education and Critical Thinking Development · Innovative Teaching and Learning Methods · Psychology