ABSTRACT

This study used a quasi-experimental design to examine the effects of argumentative writing on non-science majors’ conceptual understanding and the growth of their writing skills over a semester. To assess gain in conceptual knowledge, tests were given before and after the course; students in the writing group gained significantly more than students in the control group. Results showed that argumentative writing was a predictor of student performance on such tests. Those starting the course with a low level of content knowledge and female students benefited the most from the writing exercises. Regression analysis suggested that four components of writing were predictive of student conceptual performance: the relationship between claim and question, the relationship between claim and evidence, use of multiple examples, and the match between writing type desired and actual writing. Longitudinal growth analysis indicated that the quality of student writing, and thus their understanding of scientific practice, increased modestly over time. Repeated framing of expectations using content-related examples about what constitutes good argumentative writing is an important factor in the improvement of student writing. Pedagogically, instructors planning to implement argumentative writing for conceptual and epistemic development should consider these four components as a pedagogical model.

摘要

这项研究使用准实验设计来研究论证性写作对非理科专业学生的概念理解及其在一学期内写作技能增长的影响。为了评估概念知识的获得，在课程之前和之后进行了测试；写作组的学生比对照组的学生明显多了。结果表明，有争议的写作可以预测学生在此类测试中的表现。那些内容知识水平较低的入门课程和女学生从写作练习中受益最大。回归分析表明，写作的四个组成部分可以预测学生的概念表现：主张与问题之间的关系，主张与证据之间的关系，使用多个示例，以及所需的写作类型与实际写作之间的匹配。纵向增长分析表明，随着时间的流逝，学生写作的质量以及对科学实践的理解有所提高。使用与内容相关的示例重复构成关于期望的构架，以构成良好的论据写作是改善学生写作的重要因素。在教学上，计划为概念和认知发展实施辩论式写作的讲师应将这四个组成部分视为教学模型。使用与内容相关的示例重复构成关于期望的构架，以构成良好的论据写作是改善学生写作的重要因素。在教学上，计划为概念和认知发展实施辩论式写作的讲师应将这四个组成部分视为教学模型。使用与内容相关的示例重复构成关于期望的构架，以构成良好的论据写作是改善学生写作的重要因素。在教学上，计划为概念和认知发展实施辩论式写作的讲师应将这四个组成部分视为教学模型。