Making disciplinary writing and thinking practices an integral part of academic content teaching
Hunter, Kerry
Making disciplinary writing and thinking practices an integral part of academic content teaching Kerry Hunter and Harry Tse - Active learning in higher education Volume 14, number 3, .
Educators and researchers are increasingly calling for the processes of writing and knowledge construction to be an integral part of disciplinary learning. This article contributes to the literature by presenting an empirical analysis of a programme that was designed to expose students to the complexities of academic practices in conjunction with disciplinary concepts. The impact of the programme was evaluated through analysis of student grades before and after its implementation and student and tutor perception of its effect. Data collected included surveys, interviews and focus groups. The data showed that the programme generated student engagement with the processes of knowledge construction and reflected better thinking in the subject. This was evidenced by effective utilisation of feedback and improved grades in written assignments. The findings suggest that similar programmes are of value potentially to any discipline.
1469-7874
Academic literacies--Construction of disciplinary knowledge--Academic writing
LB2300 ACT
Making disciplinary writing and thinking practices an integral part of academic content teaching Kerry Hunter and Harry Tse - Active learning in higher education Volume 14, number 3, .
Educators and researchers are increasingly calling for the processes of writing and knowledge construction to be an integral part of disciplinary learning. This article contributes to the literature by presenting an empirical analysis of a programme that was designed to expose students to the complexities of academic practices in conjunction with disciplinary concepts. The impact of the programme was evaluated through analysis of student grades before and after its implementation and student and tutor perception of its effect. Data collected included surveys, interviews and focus groups. The data showed that the programme generated student engagement with the processes of knowledge construction and reflected better thinking in the subject. This was evidenced by effective utilisation of feedback and improved grades in written assignments. The findings suggest that similar programmes are of value potentially to any discipline.
1469-7874
Academic literacies--Construction of disciplinary knowledge--Academic writing
LB2300 ACT