Unit 1.2: Writing and Conceptual Change
Unit Learning Objectives
Upon completion of this unit, you will be able to:
- Describe the role of writing in improving understanding of scientific concepts.
- Discuss the benefits and potential drawbacks and/or misconceptions associated with writing-to-learn.
Moving Learning Forward with Writing as a Metacognitive Activity
Metacognition is consequential in enabling conceptual change. Hewson (1992) highlights it as one of the distinct features that are present throughout the different stages whereby conceptual change takes place. In conceptual change teaching, the teacher may first need to utilize diagnostic tools and techniques to determine the learner’s existing and potentially problematic, misleading knowledge. The teacher may then employ specific strategies accordingly to trigger and elicit the change. Successful learning proceeds when students perceive the new concept as “intelligible”, “plausible”, and “fruitful” (p. 9). That is, the concept needs to be deemed useful, clear, and credible by the learner.
Ultimately, the students need to coherently demonstrate their understanding and that they accept the new concept without it clashing with their prior ideas and knowledge. Thus, employing adequate writing-to-learn strategies that stimulate the learner’s awareness and recognition of their unique thought processes and learning needs can be extremely enriching in bridging the gap (or building the ladder) between existing knowledge and new conceptions.
Testimonials from STEM Instructors
In a series of interviews, Moon and Colleagues (2018) explored STEM instructors’ perspectives on writing instruction and their use of writing in the undergraduate classroom. A physicist, Elliot, described how writing is an entrenched part of deep thinking and discovery: “Physics is hard enough that people rarely have, correctly, in their mind, what it is they've done until they write it up, and as part of writing it up, read what other people have written in draft and go back and refine it…Because you really don't know what you've done until you've finished the paper” (Moon et al., 2018, p. 1021). Effectiveness of peer review is also to be noted as one important component of writing that encourages students to develop a more profound understanding of the topic at hand.
In mathematics, one instructor utilized proof-writing when teaching abstract algebra and emphasized its role in enhancing comprehension and eliciting conceptual understanding among students, rather than relying on procedural understanding for problem-solving. Hence, prompting them to use worked examples as a primary reference in this case, which they may easily forget. However, “if you understand what's going on behind the scenes, it makes it much easier to remember” (p. 1021). Capitalizing on writing-to-learn may allow students to reach a point where they are able to conceptualize the problem by seeing it in its totality and persevere to solve it by decomposition and identifying the elements they require to solve it themselves.
See how this Math teacher helps students conceptualize and solve word problems in this video with a five-step process.
Potential Challenges?
Although many teachers may express great interest in incorporating writing, they might also contend with the increased logistical challenges that can ensue, especially with large class sizes, and hence may not welcome extensive writing!
However, it is important to remember that writing-to-learn activities are typically low-stakes tasks, that we may perceive as “activators” and facilitators of deep learning, whereby the student is stimulated to actively engage and interact with their thoughts and existing knowledge.
Furthermore, the use of rubrics and checklists to provide quality feedback can make the process less cumbersome for teachers. In addition, comprehensible checklists increase transparency in that students are cognizant of how their work is assessed, guiding them to self-monitor and work to improve their writing too. "A well-developed checklist can guide student writers toward successful completion of a specific writing task" (p. 464, Hodgson & Bohning, 1997, as cited in Knipper and Duggan, 2006).
Note: It is of paramount importance to continuously reiterate the rubric and checklists and take the time to discuss what they entail with the students. You will further delve into the role of rubrics and assessment in writing to learn when we read Knipper and Duggan's article in the next unit.
Activity: Group Discussion
Consider one or more of the following questions and discuss with your peers:
What do you still find challenging about encouraging and incorporating writing-to-learn strategies in your classroom?
How can writing-to-learn promote effective, timely feedback?
How can writing-to-learn afford collaborative learning opportunities (e.g., peer evaluation and discussions)?
Access the discussion board here
Activity: Journal Entry
With one more unit to go, I would like you to reflect on any new ideas you have learnt that influenced your understanding of writing to learn as you engaged with the participants in your discussion, as well as the content of this course and/or external references relevant to the topic. Be specific and use examples from readings/videos that have helped improve your understanding of writing to learn in STEM.
Click here to start your journaling exercise: Journal entry
Links
Ready to move forward to the next unit? Access the unit here! Unit 1.3
Want to go back to the home page of this course? Visit Writing-to-learn in Teaching STEM for Understanding