Students perceived non-traditional letter writing as helpful for learning, enjoyable, and superior to traditional writing¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? All interviewed students asserted that writing a letter contributed to their learning, reporting that they recognized and closed knowledge gaps and changed conceptions through writing. → Kingir 2013 q2 i? Most interviewed students (63%) found letter writing amusing and enjoyable, and 87% thought non-traditional writing tasks were enjoyable while traditional writings were boring. → Kingir 2013 (2)

Evidence¶

Kingir 2013¶

Kingir, S. (2013). Using Non-traditional Writing as a Tool in Learning Chemistry. Eurasia Journal of Mathematics, Science & Technology Education, 9(2), 101-114. https://doi.org/10.12973/eurasia.2013.922a

q2 · i? · causal · r2

Semi-structured interviews with 24 volunteers from the non-traditional writing groups (9 younger, 9 peers, 6 teacher), coded with Kappa 0.92; "All the students asserted that writing a letter contributed to their learning".

"All the students asserted that writing a letter contributed to their learning. Students claimed that they recognized their missing knowledge when they were writing, and they closed the gaps in their knowledge and changed some of their conceptions through writing."

Kingir 2013 (2)¶

Kingir, S. (2013). Using Non-traditional Writing as a Tool in Learning Chemistry. Eurasia Journal of Mathematics, Science & Technology Education, 9(2), 101-114. https://doi.org/10.12973/eurasia.2013.922a

q2 · i? · causal · r2

Interview data on attitudes toward the writing task: "Most (63%) claimed that writing a letter for different audiences was amusing, interesting, and enjoyable"; 33% found the activities stressful and boring, and 12% found letter format boring.

"Most (63%) claimed that writing a letter for different audiences was amusing, interesting, and enjoyable; 78% of the students writing to younger students and peers thought that writing a letter was easy, but 67% of the students writing to the teacher thought that it was difficult."

Discussion¶

Related Claims¶

• Writing to the teacher led students to treat writing as evaluation and reproduce transmitted content rather than construct their own knowledge — related
• Students reported that the virtual-lab lesson made learning fun, helped them figure out concepts themselves, and supported thinking like real scientists — related
• Proactive flow-aware highlighting helps fiction writers recognize latent knowledge gaps they would not search for on their own — related
• Writing scores differed significantly by audience, with younger-student letters rated highest and teacher-directed letters lowest — related