Cognitive, Constructivist Mechanisms for Learning Science through Writing

Abstract

Throughout the last 30 years there has been much attention to exploring the cognitive processes associated with using writing as a learning tool. An article by Emig (1977) titled “Writing as a Mode of Learning” began an exploration into what actually takes place as an individual writes and learns from the act. As she said, “writing represents a unique mode of learning- not merely valuable, not merely special, but unique” (p. 122). Now, as then, recognition is given to the fact that we still do not know exactly the process through which writing promotes subject matter learning. As Holliday, Yore and Alvermann (1994, p. 886) point out “the verification of a theoretical model of writing to learn science that fully reflects contemporary views of science learning and writing is needed.” It should be noted that while we do not yet have a current theory, we do have a richer set of possible explanations.