Ginger Shultz Webinar 18th April

Writing-to-learn can be viewed as a socio-cultural activity based on the assumption that when students engage in writing they interact with social mediating variables (audience/stakeholders/identity) and each other (peer review and revision). This application of sociocultural theory informed the designed of writing-to-learn activities used in multiple introductory science courses at the University of Michigan, which will be described during this session.  We will also describe two studies that were conducted to understand the role of writing in supporting learning.  The first study was aimed at understanding how writing, peer review, and revision can both elicit and remediate student held misconceptions in introductory biology. The second study examined the cognitive complexity of student argumentative writing in general chemistry to understand patterns in students’ reasoning about chemical equilibrium.

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