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

• Published in: Journal of research in science teaching Vol. 36; no. 10; pp. 1065 - 1084
• Main Authors: Keys, Carolyn W., Hand, Brian, Prain, Vaughn, Collins, Susan
• Format: Journal Article
• Language: English
• Published: New York John Wiley & Sons, Inc 01-12-1999; Wiley
• Subjects: Concept formation; Curriculum subjects: programmes and methods; Educational sciences; Exact and natural sciences; Heuristics; Laboratory Experiments; Learning Processes; Science Activities; Science laboratories; Science Process Skills; Science teaching; Science writing heuristic; Scientific concepts; Scientific Methodology; Scientific Principles; Secondary Education; Secondary school science; Teaching Methods; Technical writing; Writing Across the Curriculum; Year 8; USA; Science; Learning Strategy; Heuristic Method; Laboratory; Secondary Education; Educational Innovation
• ISSN: 0022-4308; 1098-2736
• DOI: 10.1002/(SICI)1098-2736(199912)36:10<1065::AID-TEA2>3.0.CO;2-I

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.