The Effect of Collaborative Writing on Elementary School Students’ Science Concept Learning

• Main Authors: Kuo-Chung Huang, 黃國鐘
• Other Authors: 辜玉旻, 柯華葳
• Format: Others
• Language: zh-TW
• Published: 2007
• Online Access: http://ndltd.ncl.edu.tw/handle/62655780667611288620

碩士 === 國立中央大學 === 學習與教學研究所 === 95 === This study investigated the effects of collaborative writing (Paired Writing) on the science concept and attitudes to writing in elementary school students. According to past researches, we found it is beneficial to let students write in science classes of elementary school. However, one scholar found that high-ability students gain advantage from writing, but it is little helpful for low-ability students by writing. Therefore, this study aimed at not only enhancing performance of writing by collaborative writing in different-ability pairs with fixed roles as teacher and student under normal classes, but also improving concept learning. In this study, there were three classes of students as subjects, taught by the same one science teacher. First of all, students in two experimental classes were trained to write for two weeks, and let students be familiar with the function of expository writing. Then students learned how to use the framework of SWH. During the experiment, all of subjects got access to normal teaching, but one class of students did collaborative writing, another did individual writing , and the other did restricted writing. After four weeks’ treatment, subjects were tested on their conception and attitude. The results are the followings. The result reveals that the grades of high level concept learning of experimental group are superior to those of control group; however, grades between two experimental classes are not significantly different. Collaborative writing makes a positive impact on the low-ability students in terms of writing skills, concept learning, interests in learning, and academic performance. Moreover, high-ability students’ better concept maintenance is also presented in the result.