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Using the science writing heuristic as a tool for learning from laboratory investigations in secondary science

journal contribution
posted on 1999-12-01, 00:00 authored by C W Keys, B Hand, Vaughan PrainVaughan Prain, S Collins
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.

History

Journal

Journal of research in science teaching

Volume

36

Issue

10

Pagination

1065 - 1084

Publisher

Wiley

Location

Hoboken, N.J.

ISSN

0022-4308

eISSN

1098-2736

Language

eng

Publication classification

C1.1 Refereed article in a scholarly journal

Copyright notice

1999, Wiley

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