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Does a Knowledge Generation Approach to Learning Benefit Students? A Systematic Review of Research on the Science Writing Heuristic Approach

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Abstract

The shifting emphases of new national curricula have placed more attention on knowledge generation approaches to learning. Such approaches are centered on the fundamental sense of generative learning where practices and tools for learning become the focus of the learning environment, rather than on the products of learning. This paper, building on from the previous review by Fiorella and Mayer (2015, 2016), focuses on a systematic review of doctoral and master theses of a knowledge generation approach to the learning of science called the science writing heuristic (SWH) approach. The outcomes of examining 81 theses show that students regardless of grade levels and cultural settings were significantly advantage in terms of content knowledge, critical thinking growth, and representational competency. The results also indicate that time in terms of engagement with the approach is critical for achieving student outcomes and for teachers to develop expertise with the approach. Questioning was also noted as being critical. Implications arising from the study are centered on the development and use of writing, the need for interactive dialogical environments, and the importance of questioning as critical elements for success.

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Authors and Affiliations

  1. N297 Lindquist Center, University of Iowa, Iowa City, IA, 52242, USA

    Brian Hand

  2. Mary Lou Fulton Teachers College, Arizona State University, Farmer Education Building 310A, 1050 S Forest Mall, Tempe, AZ, 85287, USA

    Ying-Chih Chen

  3. University of Alabama, 3405 Science and Engineering Complex, Box 870232, Tuscaloosa, AL, 35401, USA

    Jee Kyung Suh

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Hand, B., Chen, YC. & Suh, J.K. Does a Knowledge Generation Approach to Learning Benefit Students? A Systematic Review of Research on the Science Writing Heuristic Approach. Educ Psychol Rev 33, 535–577 (2021). https://doi.org/10.1007/s10648-020-09550-0

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