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dc.date.accessioned2018-07-11T12:37:52Z
dc.date.available2018-07-11T12:37:52Z
dc.date.created2017-12-20T09:52:09Z
dc.date.issued2017
dc.identifier.citationBjørkvold, Tuva Blikstad-Balas, Marte . Students as Researchers. What and Why 7th grade Students Write when Investigating their own Research Question.. Science Education. 2017
dc.identifier.urihttp://hdl.handle.net/10852/62226
dc.description.abstractAll scientists depend on both reading and writing to do their scientific work. It is of paramount importance to ensure that students have a relevant repertoire of practices they can employ when facing scientific content inside and outside the school context. The present study reports on students in seventh grade acting as researchers. Over an 8‐week collaborative research period, students posed their own research question, attempted to answer it by systematically testing hypotheses, discussing findings, presenting their conclusions, and documenting their process in a written report. Drawing on the perspectives of New Literacy Studies—which sees literacy as socially situated—we analyze the purpose of all the 21 participating students’ texts (n = 344). Video observations and interviews with students are used to contextualize the writing events. We find that the students chose to write multiple kinds of texts for a variety of purposes. Analyzing purpose and the context, three stages of socialization into scientific writing is revealed, ranging from what the students write on their own initiative, via texts written through challenges to demanding research tasks scaffolded through writing instructions given by the teacher. Further, the students emphasized the relevance of both the research experience and the writing to their future adult life.en_US
dc.languageEN
dc.publisherWiley-Interscience Publishers
dc.rightsAttribution 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.titleStudents as Researchers. What and Why 7th grade Students Write when Investigating their own Research Question.en_US
dc.typeJournal articleen_US
dc.creator.authorBjørkvold, Tuva
dc.creator.authorBlikstad-Balas, Marte
cristin.unitcode185,18,2,0
cristin.unitnameInstitutt for lærerutdanning og skoleforskning
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode2
dc.identifier.cristin1530147
dc.identifier.bibliographiccitationinfo:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Science Education&rft.volume=&rft.spage=&rft.date=2017
dc.identifier.jtitleScience Education
dc.identifier.pagecount38
dc.identifier.doi10.1002/sce.21324
dc.identifier.urnURN:NBN:no-64810
dc.type.documentTidsskriftartikkelen_US
dc.type.peerreviewedPeer reviewed
dc.source.issn0036-8326
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/62226/1/Bj%25C3%25B8rkvold%2B%2526%2BBlikstad-Balas_Students%2Bas%2Bresearchers_What%2Band%2Bwhy%2Bstudents%2Bwrite%2Bwhen%2Binvestigating%2Btheir%2Bown%2Bresearch%2Bquestion.pdf
dc.type.versionPublishedVersion


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