Using Writing to Learn in History

Barry K. Beyer

doi:10.2307/491918

The Writes & Wrongs of Writing to Learn Pedagogy

PsycEXTRA Dataset ◽

10.1037/e541672013-027 ◽

2012 ◽

Author(s):

Deborah Carroll ◽

Peter Frost

Keyword(s):

Writing To Learn

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

Scholarship of Teaching and Learning in Psychology ◽

10.1037/stl0000095 ◽

2017 ◽

Vol 3 (4) ◽

pp. 257-271 ◽

Cited By ~ 1

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

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Learning to write / Writing to learn

Recherche et pratiques pédagogiques en langues de spécialité - Cahiers de l APLIUT ◽

10.3406/apliu.1990.2151 ◽

1990 ◽

Vol 10 (1) ◽

pp. 6-20

Author(s):

Andrew Littlejohn

Keyword(s):

Writing To Learn

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Learning to Write, Writing to Learn

Journal of Marketing ◽

10.2307/1252165 ◽

1998 ◽

Vol 62 (2) ◽

pp. 123 ◽

Cited By ~ 1

Author(s):

Leonard L. Berry

Keyword(s):

Writing To Learn

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

Chemistry Education Research and Practice ◽

10.1039/d0rp00266f ◽

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.

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