This study examined the results of promoting Palestinian students’ engagement and fostering their understanding in addition to their inquiry skills through the application of thinking routines. Six teachers teaching fourth and fifth grades participated voluntarily in this action research project during the school year 2014–2015. The researcher videotaped a number of classes, collected and discussed teachers’ and students' reflections, and analyzed classroom observation reports. During the data collection process, the researcher depicted and narrated common themes and issues retrieved from the different sources that were used to collect data. Results revealed that the implementation of visible thinking routines in English language classrooms was a challenge for both the learners and the teachers. For the learners, the challenges were their limited abilities to express themselves using English language, and for the teachers, the challenges were the extra effort that they needed to exert because it was their first experience in implementing such routines. Teachers sometimes found it difficult to decide which thinking routine is appropriate to the activities they wanted to implement. However, teachers asserted that positive changes occurred in English language classrooms and in students’ learning and interaction. Teachers expressed their admiration of how students were more engaged to explore, connect ideas, and delve deeper for better understanding of topics discussed. Classroom activities became more enjoyable, more learning directed and more learners centered. In the light of the research results, Palestinian teachers were recommended to use thinking routines to promote students’ engagement and foster their understanding.

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ARTICLE INFO ABSTRACTThis research aimed at exploring students' understanding of scientific vocabulary, concepts and information through story writing instructions in science classrooms. It also aimed to help teachers reflect on students' science story structure to generate and explore new ideas and strategies in teaching science. This study was carried out in science classrooms of grades four and five in the context of Jerusalem, Palestine for the school year 2015-2016.Qualitative data collection methods were classroom observation, field notes, video recordings, analysis of students' stories, and analysis of teachers' reflection. Thematic analysis was used to develop themes from the data. The coding analysis was based on three main thematic categories, which were based on answering the research questions of the study. The thematic categories used in the coding of data were: (a) story structures, (b) benefits of story-based instruction, and (d) reflections of teachers. Findings revealed that stories played a pivotal role in enhancing students' understanding and developing story writing skills. Dialogues and argumentative dialogues were the main structures of students story writing.Results also indicated that apart from fun and enjoyment of writing science stories, they were an effective tool for making students thinking visible and enhancing their imagination. Story based instruction helped students be engaged in authentic activities and had more control on their own inquiry learning process. Through reflection, teachers become more convinced of the importance of moving from a traditional classroom instruction to a more creative and powerful science classroom. Based on the research results, several recommendations are stated. Teaching and learning through science story writing is highly recommended to enhance and consolidate students' concept understanding in addition to developing students' writing skills. It is also recommended that teachers use science story writing as a pedagogical strategy in their science classrooms so as to facilitate and enhance students' science learning. More studies are needed to further explore teachers' application of being reflective through action research and its effect on improving teachers' practices and students' learning based on inquiry approach. Furthermore, studying how writing in science classrooms impact student achievement in science is highly suggested.

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