Browse > Article
http://dx.doi.org/10.7468/jksmed.2021.24.3.175

A Meta-Analytic Review of the Effectiveness of the Science Writing Heuristic Approach on Academic Achievement in Turkey  

Bae, Yejun (Carolina University)
Sahin, Ercin (University of Iowa)
Publication Information
Research in Mathematical Education / v.24, no.3, 2021 , pp. 175-199 More about this Journal
Abstract
The Science Writing Heuristic (SWH) approach is described as an immersive argument-based science inquiry focusing particularly on learning through epistemic practices. In the literature, several previous studies indicate how academic achievement is positively influenced by the SWH. In addition to these previous studies, several meta-syntheses of qualitative data have been conducted on this particular topic. With these literatures in mind, a quantitative meta-analysis was conducted with ten studies (N = 724) to examine the effectiveness of the SWH on student achievement in Turkey. To present a thoroughly detailed report, this study also examined the following moderators: grade level, subject area, school location, intervention length, and report source. Overall, this study found that in Turkey, the SWH classrooms performed better in academic achievement tests than traditional lecture-based classrooms. Additionally, the SWH is more likely to be effective regardless of grade levels, subject areas, and school locations.
Keywords
the SWH approach; epistemic practices; meta-analysis; academic achievement;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Ulu, C., & Bayram, H. (2015). Effects of the argumentation based inquiry approach on students' concept learning levels (Argumantasyon Tabanli Bilim Ogrenme Yaklasimina Dayali Laboratuvar Etkinliklerinin 7. Sinif Ogrencilerinin Kavram Ogrenmelerine Etkisi: Yasamimizdaki Elektrik unitesi). Pamukkale universitesi Egitim Fakultesi Dergisi, 37 (37), 61-75. Retrieved from http://dergipark.org.tr/pauefd/issue/33862/374978
2 Gencoglan, D. M. (2017). The effects of argumentation based science learning approach based on authentic case studies on the success, attitude and scientific process skills of 8th grade students in the "acids and bases" Lesson (Otantik ornek olay destekli argumantasyon tabanli bilim ogrenme yaklasiminin 8. sinif ogrencilerininin "asitler ve bazlar" konusundaki basarilarina, tutum ve bilimsel surec becerilerine etkisi) (Master thesis). Retrieved from Databases of National Thesis Center of the Council of Higher Education.
3 Guler, C. (2016). The effect of "argumentation based science learning approach" on academic success of science teacher candidates and their opinions about the approach (Fen laboratuvari derslerinde kullanilan "argumantasyon tabanli bilim ogrenme" yaklasiminin, fen bilgisi ogretmen adaylarinin akademik basarilarina etkisi ve yaklasim hakkindaki gorusleri) (Master thesis). Retrieved from Databases of National Thesis Center of the Council of Higher Education.
4 Hand, B. (2017). Exploring the role of writing in science: A25-year journey. Literacy Learning: The Middle Years, 25(3), 16.
5 Erkol, M., Kisoglu, M., & Buyukkasap, E. (2010). The effect of implementation of science writing heuristic on students' achievement and attitudes toward laboratory in introductory physics laboratory. Procedia-Social and Behavioral Sciences, 2(2), 2310-2314.   DOI
6 Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87(2), 224-240. https://doi.org/10.1002/sce.10066   DOI
7 McDermott, M. A., & Hand, B. (2010). A secondary reanalysis of student perceptions of non-traditional writing tasks over a ten year period. Journal of Research in Science Teaching, 47(5), 518-539.   DOI
8 Hand, B., Chen, Y.-C., & Suh, J. K. (2020). Does a knowledge generation approach to learning benefit students? A systematic review of research on the Science Writing Heuristic Approach. Educational Psychology Review, https://doi.org/10.1007/s10648-020-09550-0.   DOI
9 Hand, B., & Keys, C. W. (1999). Inquiry investigation. The Science Teacher, 66(4), 27-29.
10 Hedges, L., & Olkin, I. (1985). Statistical methods for meta-analysis. San Diego, CA: Academic Press.
11 Ministry of National Education (MoNE). (2013). Fen bilimleri dersi ogretim programi (Ilkokul ve Ortaokul 3, 4, 5, 6, 7 ve 8. Siniflar) [Science curriculum (Elementary and Middle School Grade 3, 4, 5, 6, 7 and 8)]. Ankara: MoNE Publishing.
12 Ministry of National Education (MoNE). (2018). Fen bilimleri dersi ogretim programi (Ilkokul ve Ortaokul 3, 4, 5, 6, 7 ve 8. Siniflar) [Science curriculum (Elementary and Middle School Grade 3, 4, 5, 6, 7 and 8)]. Ankara: MoNE Publishing.
13 Morris, S. B. (2008). Estimating effect sizes from pretest-posttest-control group designs. Organizational Research Methods, 11(2), 364-386.   DOI
14 Muis, K. R., & Duffy, M. C. (2013). Epistemic climate and epistemic change: Instruction designed to change students' beliefs and learning strategies and improve achievement. Journal of Educational Psychology, 105(1), 213-225. https://doi.org/10.1037/a0029690   DOI
15 National Research Council. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: National Academies Press.
16 Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn (Vol. 11). Washington, DC: National academy press.
17 Manz, E. (2015). Representing student argumentation as functionally emergent from scientific activity. Review of Educational Research, 85(4), 553-590.   DOI
18 Sahin, E. (2016). The effect of argumentation based science learning approach (ABSL) on academic success, metacognition and critical thinking skills of gifted students (Argumantasyon Tabanli Bilim Ogrenme Yaklasiminin (ATBO) ustun Yetenekli Ogrencilerin Akademik Basarilarina, ustbilis ve Elestirel Dusunme Becerilerine Etkisi). (Doctoral dissertation). Retrieved from Databases of National Thesis Center of the Council of Higher Education.
19 Bergstrom, J. C., & Taylor, L. O. (2006). Using meta-analysis for benefits transfer: Theory and practice. Ecological Economics, 60(2), 351-360.   DOI
20 Borenstein, M., Hedges, L. V., Higgins, J. P., & Rothstein, H. R. (2011). Introduction to meta-analysis. Hoboken, NJ: John Wiley & Sons.
21 Brod, G. (2020). Generative learning: Which strategies for what age? Educational Psychology Review, https://doi.org/10.1007/s10648-020-09571-9.   DOI
22 Castro-Alonso, J. C., Wong, R. M., Adesope, O. O. & Paas, F. (2021). Effectiveness of multimedia pedagogical agents predicted by diverse theories: A meta-analysis. Educational Psychology Review, https://doi.org/10.1007/s10648-020-09571-9.   DOI
23 Egger, M., Davey Smith, G., Schneider, M. and Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test. British Medical Journal, 315, 629-634.   DOI
24 Ardasheva, Y., Norton-Meier, L., & Hand, B. (2015). Negotiation, embeddedness, and non-threatening learning environments as themes of science and language convergence for English language learners. Studies in Science Education, 51(2), 201-249.   DOI
25 Asterhan, C. S., & Schwarz, B. B. (2016). Argumentation for learning: Well-trodden paths and unexplored territories. Educational Psychologist, 51(2), 164-187.   DOI
26 Hand, B., Norton-Meier, L. A., Gunel, M., & Akkus, R. (2016). Aligning teaching to learning: A 3-year study examining the embedding of language and argumentation into elementary science classrooms. International Journal of Science and Mathematics Education, 14(5), 847-863.   DOI
27 Hand, B. M. (2007). Science inquiry, argument and language: A case for the science writing heuristic. Rotterdam: Sense Publishers.
28 Karaca, D. (2011). Effect of the use of Science Writing Heuristic (SWH) in general physics laboratory-I lesson on teacher candidates' achievement and scientific process skills (Yaparak yazarak bilim ogrenmenin (YYBO) genel fizik laboratuari-I dersinde ogretmen adaylarinin akademik basarilarina ve bilimsel surec becerilerine etkisi) (Master thesis). Retrieved from Databases of National Thesis Center of the Council of Higher Education.
29 Chanlen, N. (2013). Longitudinal analysis of standardized test scores of students in the science writing heuristic approach (Doctoral dissertation). Retrieved from ProQuest. (https://doi.org/10.17077/etd.wyhaht63).   DOI
30 Cohen, J. (1988). Statistical power analysis for behavioral sciences (2nd ed.). Mahwah, NJ: Lawrence Erlbaum Associates.
31 R Core Team (2019). R: A language and environment for statistical computing. R Foundation for Statistical Computing, Vienna, Austria. URL https://www.R-project.org/.
32 Rees, E. L., Quinn, P. J., Davies, B., & Fotheringham, V. (2016). How does peer teaching compare to faculty teaching? A systematic review and meta-analysis. Medical teacher, 38(8), 829-837.   DOI
33 Rothstein, H. R., Sutton, A. J., & Borenstein, M. (2005). Publication bias in meta-analysis: Prevention, assessment and adjustments. Chichester, UK: John Wiley & Sons Ltd.
34 Schwarzer, G., Carpenter, J. R., & Rucker, G. (2015). Meta-analysis with R. Switzerland: Springer.
35 Sedgwick, P., & Marston, L. (2015). How to read a funnel plot in a meta-analysis. British Medical Journal, 351. doi: https://doi.org/10.1136/bmj.h4718   DOI
36 Sterne, J. A., Becker, B. J., & Egger, M. (2005). The funnel plot. In H. R. Rothstein, A. J. Sutton, & M. Borenstein (Eds.), Publication bias in meta-analysis: Prevention, assessment and adjustments (pp. 75-98). Chichester, UK: John Wiley & Sons.
37 Erkol, M. (2011). Investigation the effects of the Science Writing Heuristic Approach on science teacher candidates' physics laboratory achievements (Yaparak yazarak bilim ogrenme yaklasiminin fen bilgisi ogretmen adaylarinin fizik laboratuari basarilarina etkisinin arastirilmasi) (Doctoral dissertation). Retrieved from Databases of National Thesis Center of the Council of Higher Education.
38 Bae, Y., Fulmer, G., Hand, B., & Hansen, W. (2018, March 10-13). Rasch analysis of measuring students' epistemic language practices in science learning [Conference presentation]. National Association for Research in Science Teaching (NARST), Atlanta, GA, United States.
39 Ceylan, C. (2010). Implementing the science writing heuristic approach in science laboratory activities (Fen laboratuvar etkinliklerinde argumantasyon tabanli bilim ogrenme-ATBO yaklasiminin kullanimi) (Master thesis). Retrieved from Databases of National Thesis Center of the Council of Higher Education.
40 Organisation for Economic Co-operation and Development. (2017). Education at a glance 2017: OECD indicators. Paris: OECD Publishing.
41 Arli, E., E. (2014). The impacts of argumentation based science inquiry approach on seasonal agricultural worker students' academic achievement and thinking skills (Argumantasyon Tabanli Bilim Ogrenme Yaklasiminin (ATBO) Mevsimlik Tarim Iscisi Konumundaki Dezavantajli Ogrencilerin Akademik Basarilari ve Dusunme Becerilerine Etkisi). (Master Thesis). Retrieved from Databases of National Thesis Center of the Council of Higher Education.
42 Cavagnetto, A. R. (2010). Argument to foster scientific literacy: A review of argument interventions in K-12 science contexts. Review of Educational Research, 80(3), 336-371.   DOI
43 Tucel, S. T. (2016). Exploring the effects of science writing heuristic (SWH) approach on the eight grade students' achievement, metacognition and epistemological beliefs (Master thesis). Retrieved from Databases of National Thesis Center of the Council of Higher Education.
44 Buehl, M. M., & Fives, H. (2016). The role of epistemic cognition in teacher learning and praxis. In J. A. Greene, W. Sandoval, & I. Braten (Eds.), Handbook of epistemic cognition (pp. 247-264). New York, NY: Taylor and Francis Inc.
45 Burr, J. E., & Hofer, B. K. (2002). Personal epistemology and theory of mind: Deciphering young children's beliefs about knowledge and knowing. New Ideas in Psychology, 20(2-3), 199-224.   DOI
46 Chen, Y.-C. (2011). Examining the integration of talk and writing for student knowledge construction through argumentation (Doctoral dissertation). Retrieved from ProQuest. (https://doi.org/10.17077/etd.85rfjnr9).   DOI
47 Chen, Y.-C., Hand, B., & Park, S. (2016). Examining elementary students' development of oral and written argumentation practices through argument-based inquiry. Science & Education. 25, 277-320.   DOI
48 Crombie, I. K., & Davies, H. T. (2009). What is meta-analysis?, Hayward Medical Communications, Retrieved from https://www.betterevaluation.org/sites/default/files/Meta-An.pdf
49 Hoaglin, D. C. (2016). Misunderstandings about Q and 'Cochran's Q test'in meta-analysis. Statistics in Medicine, 35(4), 485-495.   DOI
50 Hosseini, V. M., Nazarzadeh, M., & Jahanfar, S. (2018). Interventions for reducing fear of childbirth: A systematic review and meta-analysis of clinical trials. Women and Birth, 31(4), 254-262.   DOI
51 Dickersin, K. (2005). Publication bias: Recognizing the problem, understanding its origins and scope, and preventing harm. In H. R. Rothstein, A. J. Sutton, & M. Borenstein (Eds.), Publication bias in meta-analysis: Prevention, assessment and adjustments (pp. 75-98). Chichester, UK: John Wiley & Sons.
52 Engin, M. (2017). Contributions and silence in academic talk: Exploring learner experiences of dialogic interaction. Learning, Culture and Social Interaction, 12, 78-86.   DOI
53 Kingir, S. (2011). Using the science writing heuristic approach to promote student understanding in chemical changes and mixtures (Doctoral dissertation). Retrieved from Databases of National Thesis Center of the Council of Higher Education.
54 Huedo-Medina, T. B., Sanchez-Meca, F., Marin-Martinez, F., & Botella, J. (2006). Assessing heterogeneity in meta-analysis: Q Statistic or I2 index? Psychological Methods, 11(2), 193-206.   DOI
55 Huerta, M., & Garza, T. (2019). Writing in science: Why, how, and for whom? A systematic literature review of 20 years of intervention research (1996-2016). Educational Psychology Review, 1-38.
56 Kelly, G. J. (2011). Scientific literacy, discourse, and epistemic practices. In C. Linder, L. Ostman, D. A. Roberts, P. Wickman, G. Ericksen, & A. MacKinnon (Eds.), Exploring the landscape of scientific literacy (pp. 61-73). New York, NY: Routledge.
57 Bae, Y., Fulmer, G. W., & Hand, B. M. (2021). Developing latent constructs of dialogic interaction to examine the epistemic climate: Rasch modeling. School Science and Mathematics, 121(3), 164-174.   DOI
58 Banks, G. C., Kepes, S., & McDaniel, M. A. (2012). Publication bias: A call for improved meta-analytic practice in the organizational sciences. International Journal of Selection and Assessment, 20(2), 182-196.   DOI
59 Bayraktar, S. (2001). A meta-analysis of the effectiveness of computer-assisted instruction in science education. Journal of Research on Technology in Education, 34(2), 173-188.   DOI
60 Bendixen, L. D., & Feucht, F. C. (2010). Personal epistemology in the classroom: Theory, research, and implications for practice. Cambridge: Cambridge University Press.
61 Hand, B., Hohenshell, L., & Prain, V. (2004). Exploring students' responses to conceptual questions when engaged with planned writing experiences: A study with year 10 science students. Journal of Research in Science Teaching, 41(2), 186-210.   DOI
62 Erol, G. (2010). An evaluation based on exercising the science writing heuristic method and multiple writing activities on the subject of acid and bases (Asit baz konusunun coklu yazma etkinlikleri ve yaparak yazarak bilim ogrenme metodu kullanilarak ogretilmesinin degerlendirilmesi) (Master thesis). Retrieved from Databases of National Thesis Center of the Council of Higher Education.
63 Kingir, S., Geban, O. & Gunel, M. (2013). Using the science writing heuristic approach to enhance student understanding in chemical change and mixture. Research in Science Education, 43, 1645-1663.   DOI
64 Kucuk Demir, B. (2014). The effect of the argumentation based science learning approach on students' mathematical achievement and skills of creative thinking (Argumantasyon Tabanli Bilim Ogrenme Yaklasiminin Ogrencilerin Matematik Basarilarina ve Yaratici Dusunme Becerilerine Etkisi). (Doctoral dissertation). Retrieved from Databases of National Thesis Center of the Council of Higher Education.
65 Bangert-Drowns, R., Hurley, M., & Wilkinson, B. (2004). The effects of school-based writing-to-learn interventions on academic achievement: A meta-analysis. Review of Educational Research, 74(1), 29-58.   DOI
66 Gunel, M., Kingir, S., & Geban, O. (2012). Analysis of argumentation and questioning patterns in argument-based inquiry classrooms (Argumantasyon tabanli bilim ogrenme (ATBO) yaklasiminin kullanildigi siniflarda argumantasyon ve soru yapilarinin incelenmesi). Egitim ve Bilim, 37(164), 316-330.
67 Hedges, L. V., & Vevea, J. L. (1998). Fixed-and random-effects models in meta-analysis. Psychological Methods, 3(4), 486.   DOI
68 Jimenez-Aleixandre, M. P. J., & Crujeiras, B. (2017). Epistemic practices and scientific practices in science education. In K.S. Taber & B. Akpan (Eds.), Science education: An international course companion (pp. 69-80). Rotterdam: Sense Publishers.
69 Feucht, F. C. (2010). Epistemic climate in elementary classrooms. In L. D. Bendixen & F. C. Feucht (Eds.), Personal epistemology in the classroom: Theory, research, and implications for practice (pp. 55-93). Cambridge, UK: Cambridge University Press.
70 Glynn, S. M., & Muth, K. D. (1994). Reading and writing to learn science: Achieving scientific literacy. Journal of Research in Science Teaching, 31(9), 1057-1073.   DOI
71 Hand, B., Shelley, M. C., Laugerman, M., Fostvedt, L., & Therrien, W. (2018). Improving critical thinking growth for disadvantaged groups within elementary school science: A randomized controlled trial using the Science Writing Heuristic approach. Science Education, 102(4), 693-710.   DOI
72 Unal, S, (2016). The effect of case study and science writing heuristic based method of learning science about life based approach on teaching environmental subjects in biology course (Biyoloji dersi cevre konularinin ogretiminde yasam temelli yaklasima dair ornek olay inceleme ve arastirma sorgulama temelli bilim ogrenme yontemlerinin etkisi) (Doctoral dissertation). Retrieved from Databases of National Thesis Center of the Council of Higher Education.
73 Villanueva, M. G., Taylor, J., Therrien, W., & Hand, B. (2012). Science education for students with special needs. Studies in Science Education, 48(2), 187-215.   DOI
74 Viechtbauer, W. (2010). Conducting meta-analyses in R with the metafor package. Journal of Statistical Software, 36(3), 1-48.   DOI
75 Fulmer, G. W., Hwang, J., Ding, C., Hand, B., Suh, J. K., & Hansen, W. (2021). Development of a questionnaire on teachers' knowledge of language as an epistemic tool. Journal of Research in Science Teaching, 58(4), 459-490. https://doi.org/10.1002/tea.2166   DOI
76 Yaman, F. (2018). Effects of the science writing heuristic approach on the quality of prospective science teachers' argumentative writing and their understanding of scientific argumentation. International Journal of Science and Mathematics Education, 16(3), 421-442.   DOI
77 Voutilainen, A., Saaranen, T., & Sormunen, M. (2017). Conventional vs. e-learning in nursing education: A systematic review and meta-analysis. Nurse Education Today, 50, 97-103.   DOI
78 Valentine, J. C., Pigott, T. D., & Rothstein, H. R. (2010). How many studies do you need? A primer on statistical power for meta-analysis. Journal of Educational and Behavioral Statistics, 35(2), 215-247.   DOI
79 Lamb, R., Hand, B., & Kavner, A. (2020). Computational modeling of the effects of the science writing heuristic on student critical thinking in science using machine learning. Journal of Science Education and Technology, 1-15.