Realizing a New Research Agenda for Writing-to-Learn: Embedding Process in Context

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Writing-to-learn initiatives such as Writing Across the Curriculum or Writing in the Disciplines occupy the center of writing programs nationwide. Nevertheless, research to support the core of the writing-to-learn philosophy--that the writing process can facilitate content learning--is, at best, inconclusive. Calls for additional research have noted the importance of either additional cognitive analyses or new contextual research methods. This paper argues for a unique research agenda that would embed cognitive processes into disciplinary contexts and thus provide a layered, multi-modal research approach into writing and learning.
Submitted to Educational Researcher on 9/7/2006

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Physics Education

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http://salesiana.dossiersoluciones.com/handle/123456789/116943

Consulte el texto completo en el siguiente enlace:

https://arxiv.org/abs/physics/0609070
 http://arxiv.org/abs/physics/0609070

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arXiv