Writing in Science: Why, How, and for Whom? A Systematic Literature Review of 20 Years of Intervention Research (1996–2016)

Authors

Margarita Huerta, University of Nevada, Las VegasFollow
Tiberio Garza, University of Nevada, Las VegasFollow

Document Type

Article

Publication Date

3-1-2019

Publication Title

Educational Psychology Review

Volume

31

Issue

3

First page number:

533

Last page number:

570

Abstract

The role writing plays in learning science has evolved over time, as have the settings and contexts in which writing in science research has taken place. This systematic review examines 20 years (1996–2016) of writing in science intervention studies in K-12 settings with a specific focus on comparing contexts that do and do not include English language learners (ELLs), who are at risk academically. Findings include an overall validation of writing-to-learn theories in science learning contexts. Findings also include notable differences between articles containing studies that include ELLs and those that do not such as a general lack of depth in terms of description, analysis, and rigor on writing with ELLs in the science classroom. In addition, trends over the last two decades are noted. Implications for research and practice based on the findings are discussed.

Keywords

Academic language; Conceptual understanding; English language learners; Science education; Science writing

Disciplines

Bilingual, Multilingual, and Multicultural Education | Science and Mathematics Education

Language

English

Repository Citation

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, 31(3), 533-570.
http://dx.doi.org/10.1007/s10648-019-09477-1