35.791, Books: Effects of instruction in writing-to-learn in different disciplines and types of education: van Dijk (2024)

[The LINGUIST List]

LINGUIST List: Vol-35-791. Wed Mar 06 2024. ISSN: 1069 - 4875.

Subject: 35.791, Books: Effects of instruction in writing-to-learn in different disciplines and types of education: van Dijk (2024)

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Date: 07-Feb-2024
From: Tessa Arneri [lotdissertations-fgw at uva.nl]
Subject: Effects of instruction in writing-to-learn in different disciplines and types of education: van Dijk (2024)


Title: Effects of instruction in writing-to-learn in different
disciplines and types of education
Series Title: LOT Dissertation Series
Publication Year: 2024
Publisher: Netherlands Graduate School of Linguistics / Landelijke
(LOT)
                http://www.lotpublications.nl/
Book URL: https://www.lotpublications.nl/effects-of-instruction-in-wri
ting-to-learn-in-different-disciplines-and-types-of-education

author: Aartje van Dijk
Abstract:

Quality of education is one of today’s hot items. According to public
opinion in the Netherlands, students’ learning is poor. Learning
theory from their textbooks however is not an easy task for students.
It may be that writing-to-learn, the way of learning studied in this
thesis, can support students at studying their textbooks.

This thesis is directed at writing-to-learn, a specific way of
learning that can be used in the classroom. Research has shown that
instruction on writing can promote learning. The questions in the
thesis are which types of instruction can be discriminated and which
is most effective. Other questions are which is the character of the
process of writing-to- learn and how instruction can stimulate it.

To find answers on the first question, a review of studies on
writing-to-learn was undertaken. This resulted in four types of
instruction, which allow the instructions used in 43 reviewed studies
to be identified. This outcome enabled the author to determine the
most effective type. It appeared to be ‘Genre Writing instruction
added with planning and revising activities’. Following, Genre Writing
instruction was studied by means of two quasi experiments in biology
and mathematics teacher training. To enlarge the scope, Genre Writing
instruction was studied in another two quasi experiments with low
achieving students in biology and mathematics class. In four
additional think-aloud studies the process of writing-to-learn at
small numbers of participants in the quasi experiments was studied as
well. Finally, the applicability of writing-to-learn in education is
discussed.

Linguistic Field(s): Cognitive Science

Subject Language(s): English (eng)

Written In: English (eng)



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