| dc.description.abstract | This study investigated the effects of collaborative writing (Paired Writing) on the
science concept and attitudes to writing in elementary school students. According to past
researches, we found it is beneficial to let students write in science classes of elementary
school. However, one scholar found that high-ability students gain advantage from writing,
but it is little helpful for low-ability students by writing. Therefore, this study aimed at not
only enhancing performance of writing by collaborative writing in different-ability pairs with
fixed roles as teacher and student under normal classes, but also improving concept learning.
In this study, there were three classes of students as subjects, taught by the same one
science teacher. First of all, students in two experimental classes were trained to write for two
weeks, and let students be familiar with the function of expository writing. Then students
learned how to use the framework of SWH. During the experiment, all of subjects got access
to normal teaching, but one class of students did collaborative writing, another did individual
writing , and the other did restricted writing. After four weeks’ treatment, subjects were tested
on their conception and attitude. The results are the followings.
The result reveals that the grades of high level concept learning of experimental group
are superior to those of control group; however, grades between two experimental classes are
not significantly different.
Collaborative writing makes a positive impact on the low-ability students in terms of
writing skills, concept learning, interests in learning, and academic performance. Moreover,
high-ability students’ better concept maintenance is also presented in the result. | en_US |