WAC in and Urban and Bilingual Setting: Writing-to-Learn in English y en Espa�ol

2003 ◽  
Vol 6 (3) ◽  
pp. 61-73
Author(s):  
Linda Hirsch ◽  
Carolina DeLuca
Keyword(s):  
Writing To Learn

The Writes & Wrongs of Writing to Learn Pedagogy

2012 ◽  
Author(s):  
Deborah Carroll ◽  
Peter Frost
Keyword(s):  
Writing To Learn

Which forms of active learning are most effective: Cooperative learning, writing-to-learn, multimedia instruction, or some combination?

2017 ◽  
Vol 3 (4) ◽  
pp. 257-271 ◽  
Author(s):  
Jeremy E. Sawyer ◽  
Rita Obeid ◽  
Dennis Bublitz ◽  
Anna M. Schwartz ◽  
Patricia J. Brooks ◽  
...  
Keyword(s):  
Active Learning ◽  
Cooperative Learning ◽  
Writing To Learn ◽  
Multimedia Instruction

Learning to Write, Writing to Learn

1998 ◽  
Vol 62 (2) ◽  
pp. 123 ◽  
Author(s):  
Leonard L. Berry
Keyword(s):  
Writing To Learn

Students’ meaningful learning experiences from participating in organic chemistry writing-to-learn activities

2021 ◽  
Author(s):  
Trisha Gupte ◽  
Field M. Watts ◽  
Jennifer A. Schmidt-McCormack ◽  
Ina Zaimi ◽  
Anne Ruggles Gere ◽  
...  
Keyword(s):  
Organic Chemistry ◽  
Learning Strategies ◽  
Learning Experience ◽  
Learning Experiences ◽  
Meaningful Learning ◽  
Writing To Learn ◽  
Chemistry Laboratory ◽  
Primary Data ◽  
Survey Analysis ◽  
Problem Solving Skills

Teaching organic chemistry requires supporting learning strategies that meaningfully engage students with the challenging concepts and advanced problem-solving skills needed to be successful. Such meaningful learning experiences should encourage students to actively choose to incorporate new concepts into their existing knowledge frameworks by appealing to the cognitive, affective, and psychomotor domains of learning. This study provides a qualitative analysis of students’ meaningful learning experiences after completing three Writing-to-Learn (WTL) assignments in an organic chemistry laboratory course. The assignments were designed to appeal to the three domains necessary for a meaningful learning experience, and this research seeks to understand if and how the WTL assignments promoted students’ meaningful learning. The primary data collected were the students’ responses to open-ended feedback surveys conducted after each assignment. These responses were qualitatively analyzed to identify themes across students’ experiences about their meaningful learning. The feedback survey analysis was triangulated with interviews conducted after each assignment. The results identify how the assignments connected to students’ existing knowledge from other courses and indicate that assignment components such as authentic contexts, clear expectations, and peer review supported students’ meaningful learning experiences. These results inform how assignment design can influence students’ learning experiences and suggest implications for how to support students’ meaningful learning of organic chemistry through writing.

Using Writing to Learn in History

1980 ◽  
Vol 13 (2) ◽  
pp. 167 ◽  
Author(s):  
Barry K. Beyer
Keyword(s):  
Writing To Learn

Enhanced Learning and Retention through “Writing to Learn” in the Psychology Classroom

2009 ◽  
Vol 37 (1) ◽  
pp. 46-49 ◽  
Author(s):  
Tracie L. Stewart ◽  
Ashley C. Myers ◽  
Marci R. Culley
Keyword(s):  
Writing To Learn ◽  
Enhanced Learning

Writing to Learn Economics

1989 ◽  
Vol 1 (1) ◽  
pp. 52-55
Author(s):  
John Gregor
Keyword(s):  
Writing To Learn
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