Using the Science Writing Heuristic as a Tool for Learning from Laboratory Investigations in Secondary Science

Abstract

This article presents and discusses preliminary research on a new heuristic tool for learning from laboratory activities in secondary science. The tool, called the science writing heuristic, can be used by teachers as a framework from which to design classroom activities. Theoretically, the science writing heuristic represents a bridge between traditional laboratory reports and types of writing that promote personal construction of meaning. Two eighth-grade classes participated in using the science writing heuristic during an 8-week stream study. The teacher and one of the researchers collaboratively developed activities based on the science writing heuristic that the teacher implemented. Nineteen target students were studied in depth. Characteristics of report writing and students' understanding of the nature of science were investigated, using interpretive techniques. There is evidence that use of the science writing heuristic facilitated students to generate meaning from data, make connections among procedures, data, evidence, and claims, and engage in metacognition. Students' vague understandings of the nature of science at the beginning of the study were modified to more complex, rich, and specific understandings. The implications of the study for writing in science classrooms is discussed.

The Effect of Science Writing Heuristic Laboratory Class on the Creative Thinking and Critical Thinking of Middle School Students

“…창의성은 얼마나 많이, 다양하고, 독특하게 사고하는가의 발산적 사고의 의미를 가지고 있으며 (Guilford, 1950), 발산적 사고력을 측정하는 협의의 창의성 검사에서 높은 점수를 획득한 학생은 미래에 창의적으로 행동할 것으로 예측할 수 있다 (Runco, 1999). 그리고 비판적 사고는 신념과 행동을 결정하 Heuristic or SWH, Keys et al, 1999) (Driver, 1989). '의미 있는 쓰기' 는 비판적 생각을 격려하고 (Kieft et al, 2008), 개념적 이해의 향상을 시키며 (Holliday et al, 1994), 과학 학습에 서의 글쓰기는 학생들이 배운 것에 대해 대화하고 과 학적 개념에 대한 지식을 구성하게 해 준다 (Gunel et al, 2009).…”

“…Science writing heuristic programs were developed based on SWH strategies developed by Keys et al (1999). This study was conducted on 63 students from two classes as the comparative group and 63 students from two other classes as the experimental group.…”

Development of A Checklist for Helping Students' Open Scientific Inquiry Report Writing

“…5-6). 또 과학 글쓰기 는 과학적 소양과 과학의 본성 이해를 위해서도 중요하다고 하였고 (Keys et al, 1999), 비판적 사고를 높은 수준으로 올리는 데에도 도움 이 된다고 하였다 (Oliver-Hoyo, 2003). Figure 3.…”

Vektlegging av lesing i naturfaget. Del 1: Vil den nye norske læreplanen i naturfag øke elevenes lesekompetanse?

“…Representanter for den australske sjangerskolen peker på at det å kunne lese og skrive i ulike sjangre innebaerer mulighet for å kunne delta i flere arenaer forbundet med makt i samfunnet. Kjennskap til naturfagets sjangre er derfor viktig for at flere skal få tilgang til faglige tekster og situasjoner hvor slike brukes (Halliday & Martin, 1993;Keys, Hand, Prain & Collins, 1999). Tekster med naturfaglig innhold møter vi alle i aviser, magasiner, internett, i brosjyrer fra legen og andre, og ofte også i jobbsammenheng i forbindelse med temaene helse, miljø og sikkerhet (HMS).…”