Research about writing development frequently neglects the critical role of social interaction. While applying anchored-writing instruction, teachers should modify their interaction style to mediate students in bridging prior experiences and new learning content, in order to effect knowledge transformation. This quasi-experimental study explored the effect of anchored-writing instruction on students' cognitive learning outcomes and examined students' perception of their teacher's interactive behaviors. Collected data included pre- and post- cognitive tests for the ”Secret of the air” unit, student written artifacts, and pre- and post- Questionnaires on Teacher Interaction (QTI), in order to investigate the relationship between changed student perception and student writing quality. The result of an ANCOVA on unit test results indicated that Anchored-Writing students (N=97) outperformed Non-Anchored-Writing students (N=75) on a procedural knowledge scale (p＜.05). Although students in both groups scored lower on the positive scales of QTI in the post-test, the Anchored-Writing instruction reduced students' negative perceptions. Analysis of written artifacts revealed that those Anchored-Writing group students who were aware of ownership tended to write better pieces in terms of self-correcting and of integrating concepts.

科學寫作 ； 科學學習 ； 教師互動 ； 課室環境 ； 錨定

Science Writing ； Science Learning ； Teacher Interaction ； Classroom Environment ； Anchoring