论议论文写作教学中的视觉思维策略

IF 1.2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH Elementary School Journal Pub Date : 2020-08-06 DOI:10.1086/709984
K. Smolkowski, L. Strycker, L. Anderson, Peggy Marconi, Lisa Abia-Smith
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引用次数: 6

摘要

本试点研究评估了一种新的专业发展(PD)模式,该模式旨在为高需求农村学区的K-12教育工作者准备以证据为基础的论证写作。PD模型向教师展示了如何使用视觉思维策略(VTS)让学生参与关于视觉艺术的讨论,以提高学生的议论文写作能力。20名干预教师完成了PD计划,并进行了VTS和论点写作的课程。与34名对照教师相比,干预教师对批判性思维概念的感知知识、教授批判性思维概念的能力、论证写作相关概念的知识、感知和分析艺术作品的实际能力以及理解用于传达意图和意义的特征的能力都有所提高(Hedges 's g > 0.50)。干预组学生(K-11班N = 210)的论文写作能力有所提高。考虑到准实验设计和小样本量,这些发现应该谨慎看待,但暗示着希望。
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The Visual Thinking Strategies Approach to Teaching Argument Writing
This pilot study evaluated a novel professional development (PD) model designed to prepare K–12 educators in high-need rural school districts to teach evidence-based argument writing. The PD model showed teachers how to engage students in discussions about visual art using Visual Thinking Strategies (VTS) to enhance students’ argumentation writing. Twenty intervention teachers completed the PD program and conducted lessons in VTS and argument writing. Intervention teachers, compared with 34 comparison teachers, improved their perceived knowledge of critical thinking concepts, ability to teach critical thinking concepts, knowledge of concepts related to argument writing, and actual ability to perceive and analyze artistic work and understand characteristics used to convey intent and meaning (Hedges’s g > 0.50). Students in the intervention condition (N = 210 in K–11) improved their argument writing skills. Given the quasi-experimental design and small sample size, these findings should be viewed with caution but suggest promise.
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来源期刊
Elementary School Journal
Elementary School Journal EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
2.60
自引率
5.90%
发文量
31
期刊介绍: The Elementary School Journal has served researchers, teacher educators, and practitioners in the elementary and middle school education for over one hundred years. ESJ publishes peer-reviewed articles dealing with both education theory and research and their implications for teaching practice. In addition, ESJ presents articles that relate the latest research in child development, cognitive psychology, and sociology to school learning and teaching. ESJ prefers to publish original studies that contain data about school and classroom processes in elementary or middle schools while occasionally publishing integrative research reviews and in-depth conceptual analyses of schooling.
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