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Teachers’ Perceptions of Writing to Learn Strategies

  • Brian Hand
  • Vaughan Prain
  • Carolyn S. Wallace
Part of the Science & Technology Education Library book series (CTISE, volume 23)

Abstract

Chapters 5, 6 and 7 have outlined the implementation of writing to learn strategies within science classrooms and some of the learning benefits gained by students. This chapter focuses on the role of teachers, who are an integral component of any classroom environment and have an obvious impact on the success of such strategies in terms of student learning. We have previously discussed that writing is a process of negotiating meaning in which there is both a personal and social component. As such there is a vital need for teachers to adopt pedagogical practices that enable students the opportunities to engage with these negotiations and to meaningfully challenge their own conceptual understandings of the topic. The implementation of writing to learn strategies as described within this hook requires teachers to understand that learning is not about demonstration of knowledge, but the active construction of a deep and rich understanding of the conceptual frameworks of a topic.

Keywords

Professional Development Student Learning Science Concept Classroom Observation Professional Development Program 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media New York 2004

Authors and Affiliations

  • Brian Hand
  • Vaughan Prain
  • Carolyn S. Wallace

There are no affiliations available

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