Investigating the effectiveness of implementing the science writing heuristic on student performance in general chemistry

Abstract

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Argümantasyon Tabanlı Bilim Öğrenme Yaklaşımına Dayalı Laboratuvar Etkinliklerinin Öğrencilerinin Akademik Başarılarına Etkisi

“…ATBÖ yaklaşımının öğrencilere rehberlik eden boyutu yedi aşamadan oluşmaktadır. Aynı zamanda bu aşamalar, süreci daha anlaşılır hale getiren bir veya iki soru cümlesi içermektedir (Poock, 2005). Öğrenciler araştırma sorularına, oluşturdukları araştırma sorularına yanıt teşkil eden iddialarına ve iddialarını desteklemek amacıyla sundukları kanıtlara odaklanan bu aşamalardaki soruları yazılı olarak yanıtlarlar (Hand, Prain ve Wallace, 2002).…”

“…Öğrenciler araştırma sorularına, oluşturdukları araştırma sorularına yanıt teşkil eden iddialarına ve iddialarını desteklemek amacıyla sundukları kanıtlara odaklanan bu aşamalardaki soruları yazılı olarak yanıtlarlar (Hand, Prain ve Wallace, 2002). Bu aşamalar ve bu aşamaları anlaşılır hale getiren sorular aynı zamanda öğrencilerin laboratuvarda icra edeceği araştırmasorgulamaya dayalı aktivitelerin yansıtılabildiği bir deney laboratuar raporunun işlem basamaklarıdır (Poock, 2005). Öğrencilere yönelik olarak geliştirilen şablon Tablo 1'de verilmiştir (Keys ve diğerleri, 1999).…”

Using the science writing heuristic approach as a tool for assessing and promoting students' conceptual understanding and perceptions in the general chemistry laboratory

“…Some of his students have responded particularly favorably to seeing the writings of other students, also some student in his study think that In-class writing forces him/her to think more about what he/she am writing about, thus creating an improved understanding of it. Poock (2005) commented on the importance of writing in the study of chemistry:…”

“…Similarly, Rosenthal (1987, p. 996) suggested that there "is no question that students majoring in chemistry, and perhaps other sciences as well, graduate with underdeveloped writing skills." Therefore, writing is required to address an insufficiency among chemistry students (Poock, 2005). While a handbook for teachers to promote writing in the chemistry curriculum was developed by Kovac and Sherwood (2001), several articles also have been published that describe the variety of ways writing has been integrated into the chemistry classroom (Gordon et al, 2001;Paulson, 2001;Shires, 1991).…”

“…Hand and Keys (1999) developed the SWH as a tool to promote and scaffold scientific argumentation within science classrooms. The construction for designing the SWH includes the change to constructivist theory, understanding the nature of science, and supporting scientific literacy (Omar, 2004); besides "we use the science writing heuristic to organize how the laboratory classroom functions and how the students write their laboratory reports" (Poock, 2005).…”