Journal article
Using the Science Writing Heuristic as a Tool for Learning from Laboratory Investigations in Secondary Science
Journal of research in science teaching, Vol.36(10), pp.1065-1084
12/1999
DOI: 10.1002/(SICI)1098-2736(199912)36:10<1065::AID-TEA2>3.0.CO;2-I
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. © 1999 John Wiley & Sons, Inc.
Details
- Title: Subtitle
- Using the Science Writing Heuristic as a Tool for Learning from Laboratory Investigations in Secondary Science
- Creators
- Carolyn W. Keys - Science Education Department, 212 Aderhold Hall, University of Georgia, Athens, Georgia 30602-7126Brian Hand - Iowa State UniversityVaughn Prain - School of Arts and Education, LaTrobe University, Bendigo, P.O. Box 199, Bendigo, Victoria, Australia 3550Susan Collins - Science Education Department, 212 Aderhold Hall, University of Georgia, Athens, Georgia 30602-7126
- Resource Type
- Journal article
- Publication Details
- Journal of research in science teaching, Vol.36(10), pp.1065-1084
- Publisher
- John Wiley & Sons, Inc
- DOI
- 10.1002/(SICI)1098-2736(199912)36:10<1065::AID-TEA2>3.0.CO;2-I
- ISSN
- 0022-4308
- eISSN
- 1098-2736
- Number of pages
- 20
- Language
- English
- Date published
- 12/1999
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984372060102771
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