Critique Paper
Critique paper
Authors: Julie A. Reynolds, Christopher Thaiss, Wendy Katkin, and Robert J. Thompson, Jr
Article: Writing-to-Learn in Undergraduate Science Education: A Community-Based, Conceptually Driven Approach
Publisher: The American Society for Cell Biology
Volume and Issue: 2012 Spring; 11(1): 17–25.
doi: 10.1187/cbe.11-08-0064
An Overview
Improvement in student engagement and learning has been directly linked to writing. However, writing-to-learn (WTL) practices have not been applied in the fields of science, technology, engineering, and mathematics (STEM). In particular, research universities have not taken steps with regard to this process. The absence of a scientific community that is essential for carrying out and applying the required pedagogical research is one of the reasons for the non-implementation of these practices. Another constraint is the lack of a theoretical framework that can guide such studies and integrate research findings. The third deterrent is the division between practice and research, which constrains instructors from the identification and application of WTL systems.
This research was conducted with a view to address these problems. The aim was to put together a group of WTL/STEM educators for performing a heuristic review of the available literature.
Education
Based on this, a conceptual framework had to be formulated. The National Science Foundation supported this project and the Reinvention Center sponsored it.
In order to gain constructive results, members of the scientific community were involved in this project. A working group was constituted, which had 12 experts in the field of STEM research. A heuristic review of the available literature was carried out with the aim of laying the foundation for empirical studies across various universities with regard to the constructive use of WTL procedures in promoting student engagement and learning. Besides, a valuable database of WTL routines that are experimentally validated and hold potential for effective implementation had to be created, which is available on search.
The next stage involved a discussion of the findings that would have potential implications in education and research. A workshop was conducted in which 76% of the members found the WTL as an effective tool in improving student engagement. 90% were open to applying WTL practices, while 79% were willing to take on leading roles in developing WTL procedures at their organizations.
The fact that learning affects the functional organization structure as well as the structure of the brain was the basis for devising the conceptual framework. A focus of the study was to identify the role of WTL routines in promoting learning objectives by influencing the cognitive processes in the brain, as a function of context variables.
An examination of 324 books, conference proceedings, book sections, reports and journal articles that devised writing strategies was carried out. All the studies were filtered through the conceptual framework as well as learning theory. These were then categorized by different levels
Education
of discipline, course and learning objectives. Furthermore, all the reports were tagged with additional key words for the purpose of facilitating database search.
A research paradigm that incorporates all the methods and insights of interpretative framework, which are the features of WTL scholarship in the social sciences and humanities is essential. It is also important that academicians focus on classroom goals and situations for which WTL methods have to be applied.
Discussion
This study has been successful in encouraging other experimental and theoretical work that analyze and investigate the effectiveness and influence of WTL strategies on learning outcomes. Since scholars and STEM experts were involved in this project, the conceptual framework that has been devised will prove to be a useful tool in the implementation of WTL practices. Apart from this, the participation of researchers ensured that WTL practices will be applied at the teaching level.
Education
The project could have benefited more from the involvement of students. Their inclusion could have led to a greater awareness among the student community about the need for WTL strategies to be implemented. This would have enabled students to take their writing assignments more seriously and give more importance to such tasks.
The combination of STEM and WTL scholars, the database that has been created from this project, and the application of the hybrid paradigm and the conceptual framework empowers universities and academicians for the implementation of WTL protocols. The WTL strategies can be applied on a common platform and collaborative programs can be undertaken by universities in this regard. WTL practices are certainly effective in providing a solid foundation for learning and the enhancement of knowledge. This project has brought to light the various facets of this approach and the critical role it can play in the advancement of all disciplines of study.
Education
Reference
Reynolds, Thaiss, Katkin, and Thomas Jr. “Writing-to-Learn in Undergraduate Science Education: A Community-Based, Conceptually Driven Approach.” CBE—Life Sciences Education. The American Society for Cell Biology, Nov. 2012. http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3292059/. Date of access: 14 May 2013.
