Writing-to-learn in biology and mathematics teacher education: promoting students’ topic knowledge and insight
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Resumo
In the present study, effects of Genre Writing instruction added with planning and revising activities (GWPR) are investigated in teacher education. This type of instruction was considered promising because it appeared to lead to positive effects on topic knowledge and insight in previous studies conducted in secondary education. Researchers’ expectation was that writing-to-learn activities by means of GWPR support teacher candidates in acquiring topic knowledge and insight into subject matter. Two studies were undertaken, one in biology and one in mathematics teacher education, each comprising a quasi-experiment and a think-aloud study. Both studies were embedded in regular courses. Researchers co-created writing-to-learn tasks with the teacher educators involved. Both experiments showed positive effects on learning. Results of the think-aloud studies provided evidence for specific indicators (students’ reflections) of the process of writing-to-learn, in which experimental teacher candidates differed from the control group. Finally, we discuss the impact of the results for the theory, follow-up studies and teaching practice.
Dados da obra
- Tipo
- Artigo
- Periódico
- Frontiers in Education, v. 8
- Editora
- Frontiers Media S.A.
- Ano
- 2023 (2023-07)
- Idioma
- en
- Palavras-chave
- writing-to-learn; genre writing instruction in learning; teaching cognitive strategies; reflection on own learning; co-creating a writing task; writing to learn; teacher professional development; biology teacher education; mathematics teacher education; content knowledge; pre-service teachers; think-aloud; student reflection
- Temas
- Formação de Professores de Matemática, Práticas Pedagógicas
- DOI
- 10.3389/feduc.2023.1094156
- ISSN
- 2504-284X
- Licença
- cc-by
- Acesso
- Download disponível
- Fontes
- DOAJ — Directory of Open Access Journals; OpenAlex
- Na Biblioteca desde
- 01/10/2026 · verificada em 03/10/2026
Como citar
ABNT
DIJK, Aartje van; GELDEREN, Amos van; KUIKEN, Folkert. Writing-to-learn in biology and mathematics teacher education: promoting students’ topic knowledge and insight. Frontiers in Education, v. 8, 2023. DOI: https://doi.org/10.3389/feduc.2023.1094156.
APA
Dijk, A. v., Gelderen, A. v., & Kuiken, F. (2023). Writing-to-learn in biology and mathematics teacher education: promoting students’ topic knowledge and insight. Frontiers in Education, 8. https://doi.org/10.3389/feduc.2023.1094156
BibTeX
@article{dijk2023,
author = {Dijk, Aartje van and Gelderen, Amos van and Kuiken, Folkert},
title = {Writing-to-learn in biology and mathematics teacher education: promoting students’ topic knowledge and insight},
year = {2023},
journal = {Frontiers in Education},
volume = {8},
publisher = {Frontiers Media S.A.},
doi = {10.3389/feduc.2023.1094156},
language = {en}
}RIS
TY - JOUR AU - Dijk, Aartje van AU - Gelderen, Amos van AU - Kuiken, Folkert TI - Writing-to-learn in biology and mathematics teacher education: promoting students’ topic knowledge and insight PY - 2023 JO - Frontiers in Education VL - 8 DO - 10.3389/feduc.2023.1094156 LA - en ER -
Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS
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