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Teachability of Reflective Processes in Written Composition
Author(s) -
Scardamalia Marlene,
Bereiter Carl,
Steinbach Rosanne
Publication year - 1984
Publication title -
cognitive science
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.498
H-Index - 114
eISSN - 1551-6709
pISSN - 0364-0213
DOI - 10.1207/s15516709cog0802_4
Subject(s) - rhetorical question , think aloud protocol , dialectic , composition (language) , reflection (computer programming) , space (punctuation) , reflective thinking , mathematics education , reflective writing , process (computing) , psychology , computer science , pedagogy , linguistics , epistemology , human–computer interaction , philosophy , usability , programming language , operating system
Reflective thought, as sustained in writing, is attributed to two‐way communication between a content problem space and a rhetorical problem space. An instructional experiment involving sixth‐graders aimed at helping them sustain such a two‐way process independently, in place of the more typical one‐way process of generating content and writing it out. Instruction included modeling of thinking aloud, both by instructors and students, use of cues to stimulate self‐questioning during planning monologues, and direct strategy instruction emphasizing dialectical synthesis of conflicting ideas. Increased numbers of reflective statements in thinking‐aloud protocols and rated reflectiveness of compositions indicate gains were made at the level of reflection on individual ideas.