Publication Date
In 2025 | 0 |
Since 2024 | 1 |
Since 2021 (last 5 years) | 2 |
Since 2016 (last 10 years) | 4 |
Since 2006 (last 20 years) | 10 |
Descriptor
Source
Author
Hand, Brian | 2 |
Arcon, Nina | 1 |
Avery, Carol S. | 1 |
Bayer, Ann Shea | 1 |
Brandon J. Yik | 1 |
Caroline J. Crowder | 1 |
Cassady, Judith K. | 1 |
Chambliss, Marilyn J. | 1 |
Christenson, Lea Ann | 1 |
Costley, Jamie | 1 |
Daniel Cruz-Rami´rez de… | 1 |
More ▼ |
Publication Type
Journal Articles | 29 |
Reports - Research | 15 |
Opinion Papers | 9 |
Guides - Classroom - Teacher | 4 |
Reports - Descriptive | 4 |
Reports - Evaluative | 2 |
Information Analyses | 1 |
Tests/Questionnaires | 1 |
Education Level
Higher Education | 5 |
Postsecondary Education | 4 |
Elementary Education | 3 |
Elementary Secondary Education | 3 |
Secondary Education | 3 |
High Schools | 2 |
Middle Schools | 2 |
Grade 3 | 1 |
Grade 4 | 1 |
Grade 5 | 1 |
Grade 6 | 1 |
More ▼ |
Audience
Practitioners | 1 |
Teachers | 1 |
Location
Australia | 2 |
Canada | 2 |
South Korea | 1 |
Spain | 1 |
United States | 1 |
Laws, Policies, & Programs
Assessments and Surveys
What Works Clearinghouse Rating
Caroline J. Crowder; Brandon J. Yik; Stephanie J. H. Frost; Daniel Cruz-Rami´rez de Arellano; Jeffrey R. Raker – Journal of Chemical Education, 2024
Understanding reaction mechanisms is integral to success in organic chemistry; however, prior research suggests that learners struggle with recognizing the importance of underlying implicit features in reaction mechanisms. Because of this struggle, understanding how learners' reason about reaction mechanisms and developing assessments to elicit…
Descriptors: Organic Chemistry, Science Instruction, Prompting, Cues
Lange, Christopher; Costley, Jamie; Fanguy, Mik – Innovations in Education and Teaching International, 2021
From a cognitive load perspective, successful collaborative learning occurs if groups achieve their goals, and if each member processes information in a way that contributes to individual learning. This research looked at group work among postgraduate STEM students in South Korea (N = 55) to see if successful collaborative learning and individual…
Descriptors: Cooperative Learning, Collaborative Writing, Content Area Writing, Difficulty Level
Prain, Vaughan; Hand, Brian – Educational Researcher, 2016
Over the past 20 years, claims about how and why student writing can serve learning have changed markedly. This has been partly due to new technologies displacing writing as a predominant resource for learning, prompting new sense-making practices and shifts in how these changes are theorized. Learners now routinely collaborate to generate,…
Descriptors: Literature Reviews, Multimedia Instruction, Multimedia Materials, Epistemology
Klein, Perry D.; Haug, Katrina N.; Arcon, Nina – Journal of Experimental Education, 2017
Argument writing is challenging for elementary students. Previous experimental research has focused on scaffolding rhetorical goals, leaving content goals relatively unexplored. In a randomized experiment, 73 students in grades 5, 6, and 7 wrote persuasive texts about difficult-to-classify vertebrates. Each student received one of three sets of…
Descriptors: Writing (Composition), Persuasive Discourse, Cues, Content Area Writing
Furberg, Anniken; Kluge, Anders; Ludvigsen, Sten – International Journal of Computer-Supported Collaborative Learning, 2013
This paper reports on a study of students' conceptual sensemaking with science diagrams within a computer-based learning environment aimed at supporting collaborative learning. Through the microanalysis of students' interactions in a project about energy and heat transfer, we demonstrate "how" representations become productive social and cognitive…
Descriptors: Science Instruction, Visual Aids, Energy, Heat
Mitton Kukner, Jennifer; Murray Orr, Anne – Australian Journal of Teacher Education, 2015
The focus of this qualitative multi-year case study is on preservice teachers' experiences related to the development of their literacy practices in teaching high school science, math, social studies and other content area courses during their final field placement in a teacher education program. Results indicate tangible indicators of overall…
Descriptors: Preservice Teachers, Pedagogical Content Knowledge, Teaching Methods, Qualitative Research
Starks, Donna; Nicholas, Howard; Macdonald, Shem – Australian Journal of Teacher Education, 2012
This article develops an expanded, collaborative and structured view of the process of critiquing observed lesson fragments and shows how this process can be used as a model for developing students' understanding and thinking about teaching and learning processes. The authors introduce Carter's (2007) notion of a meta-genre, "[a] way of doing…
Descriptors: Foreign Countries, Learning Processes, Beginning Teachers, Criticism
Ruiz-Primo, Maria Araceli; Li, Min; Tsai, Shin-Ping; Schneider, Julie – Journal of Research in Science Teaching, 2010
In this study, we analyzed the quality of students' written scientific explanations found in notebooks and explored the link between the quality of the explanations and students' learning. We propose an approach to systematically analyzing and scoring the quality of students' explanations based on three components: claim, evidence to support it,…
Descriptors: Performance Based Assessment, Multiple Choice Tests, Science Instruction, Thinking Skills
McDermott, Mark A.; Hand, Brian – Journal of Research in Science Teaching, 2010
This study aims to add to the growing research related to the implementation of non-traditional writing tasks in classrooms to encourage science literacy. A secondary reanalysis methodology was employed to review student interviews collected as a part of several individual studies during a ten year research program. This method established an…
Descriptors: Foreign Countries, Scientific Literacy, Transcripts (Written Records), Coding
Sulkes, Stan – Freshman English News, 1985
Observes that writing students are often confronted with a great many variables that preclude their attention to specific stylistic details. Explores professional journals that suggest that students in content areas also experience the same difficulty when confronted with abstractions or contexts different from those taught in the classroom. (HT)
Descriptors: Comparative Analysis, Content Area Writing, Higher Education, Learning Processes

Mayher, John S.; Lester, Nancy B. – Language Arts, 1983
Critiques what learning appears to mean in the typical American school setting and suggests a more appropriate construct of learning. Explains how this construct will enable a clearer vision of how writing fits as a means of enhancing learning. (HTH)
Descriptors: Content Area Writing, Educational Philosophy, Elementary Education, Learning Processes
Mateos, Mar; Villalon, Ruth; de Dios, Maria Jose; Martin, Elena – Studies in Higher Education, 2007
The aim of the study was to examine reading and writing tasks as learning tools in higher education in Spain. The participants were 171 undergraduates from three different university degree courses. The data were gathered through a questionnaire that explored the kind of tasks carried out by the students, their perception of different aspects of…
Descriptors: Foreign Countries, Task Analysis, Reading Processes, Writing Processes

Herrington, Anne J. – College Composition and Communication, 1985
Argues for combining two approaches to writing instruction: the school community perspective, in which writing is a learning tool when it engages students in thinking processes; and the disciplinary community perspective, in which writing serves as a tool for learning the intellectual and social conventions of a content area. (HTH)
Descriptors: Content Area Writing, Critical Thinking, Educational Philosophy, Higher Education

Levine, Denise Stavis – Language Arts, 1985
Describes examining seventh- and eighth-grade students' writing for both function and audience as they relate to learning and conceptual development. Includes examples illustrating how audience influenced students' understanding of concepts in a science class. (HTH)
Descriptors: Concept Formation, Content Area Writing, Elementary Secondary Education, Grade 7

Jacobson, Jeanne M. – Reading Horizons, 1989
Describes a study strategy called RESPONSE. Includes a reading assignment response form which focuses students' attention on important points; questions; points of confusion; and new terms, concepts, vocabulary, and names. (JAD)
Descriptors: Content Area Writing, Higher Education, Learning Processes, Student Journals
Previous Page | Next Page »
Pages: 1 | 2