Empowering Diverse Learners
Integrating Writing-to-Learn Strategies in a Middle School Science Classroom in the U.S
Bibliographic Data
| ID | 22048166 |
|---|---|
| Authors | So Lim Kim (0000-0003-0307-2061, SUNY New Paltz, corresponding author), Deoksoon Kim (0000-0001-5069-757X, Boston College) |
| Year | 2024 |
| Volume | 14 |
| Issue | 9 |
| Pages | 1031 |
| Publication date | 2024-09-21 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Education Sciences (JOURNAL) |
| Journal identifiers | ISSN: 2227-7102 • E-ISSN: 2227-7102 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/educsci14091031 |
| OpenAlex | W4402749113 |
| Language | EN |
| References cited | 46 |
Science education has shifted towards emphasizing science literacy rather than simply memorizing facts. Studies have shown that incorporating writing in science education engages students in higher-order thinking, fosters critical reasoning skills, and deepens subject matter comprehension. However, writing can be particularly challenging for CLD (culturally and linguistically diverse) students due to content-specific vocabulary and distinctive grammatical patterns. This case study explores six CLD students’ experiences with writing in a seventh-grade science classroom in the northeastern United States that used invention-based learning (IBL). By incorporating hands-on invention processes, IBL facilitates problem-solving and student-centered learning. The study shows how a writing-to-learn approach in science education can simultaneously support CLD students in developing a scientific understanding of abstract concepts and address the need for science literacy skills. The implications of this study suggest that teachers should integrate writing-to-learn strategies into their science instruction to promote deeper understanding and improve science literacy. By supporting students through productive struggles with writing and providing opportunities to practice scientific language, teachers can help students develop critical thinking skills and better comprehension of scientific concepts. In addition, by connecting hands-on experiences with writing tasks, educators can make science more accessible and engaging for students, particularly those from diverse linguistic and cultural backgrounds
Mathematics education · Pedagogy · Science education · Science learning · Computer Science · Education and Technology Integration · Psychology · Science Education and Pedagogy · Writing and Handwriting Education
Handbook of Research in Second Language Teaching and Learning
Applied Thematic Analysis
The Effects of Writing on Learning in Science, Social Studies, and Mathematics
Learning to Struggle
Disciplinary Literacies Across Content Areas
Using thematic analysis in psychology
A focus on disciplinary language
Bridging the Science-Management Divide
That Makes Sense Now
| Highly cited | No |
|---|