The shifting emphases of new national curricula have placed more attention on knowledge generation approaches to learning. Such approaches are centered on the fundamental sense of generative learning where practices and tools for learning become the focus of the learning environment, rather than on the products of learning. This paper, building on from the previous review by Fiorella and Mayer (2015, 2016), focuses on a systematic review of doctoral and master theses of a knowledge generation approach to the learning of science called the science writing heuristic (SWH) approach. The outcomes of examining 81 theses show that students regardless of grade levels and cultural settings were significantly advantage in terms of content knowledge, critical thinking growth, and representational competency. The results also indicate that time in terms of engagement with the approach is critical for achieving student outcomes and for teachers to develop expertise with the approach. Questioning was also noted as being critical. Implications arising from the study are centered on the development and use of writing, the need for interactive dialogical environments, and the importance of questioning as critical elements for success.

新的国家课程的重点转移了对学习的知识生成方法的更多关注。这些方法以生成型学习的基本意义为中心，其中学习的实践和工具成为学习环境的重点，而不是学习的产物。本文以Fiorella和Mayer（2015，2016）的先前评论为基础，着重于系统地回顾博士和硕士论文中有关科学学习的知识生成方法，即科学写作启发式（SWH）方法。审查81篇论文的结果表明，无论年级和文化背景如何，学生在内容知识，批判性思维发展和代表性能力方面均具有显着优势。结果还表明，参与该方法的时间对于实现学生成果和教师发展该方法的专业知识至关重要。提问也被认为是至关重要的。该研究产生的影响集中在写作的开发和使用，对交互式对话环境的需求以及质疑作为成功关键要素的重要性上。