Revitalizing instruction in scientific genres: Connecting knowledge production with writing to learn in science

Abstract

This article explores the history and theoretical paradigms associated with writing to learn in science, including the debate surrounding the teaching of traditional scientific genres that has received attention in Australia and the United Kingdom. It is asserted that unique features of writing in traditional scientific genres, such as experiment, explanation, and report, promote reflection and the production of new knowledge, especially through the formation of meaningful inferences for data. The author presents sample data illustrating the potential for meaningful learning associated with writing in communicative genres, considers the limited potential of creative writing for developing scientific understandings, and recasts a description of scientific genres in light of contemporary classroom practices.

Essay Contest Reveals Misconceptions of High School Students in Genetics Content

“…It is reasonable to suggest that writing-to-learn strategies that are successful in other disciplines and levels should be considered for inclusion in the high school science curriculum. Unfortunately, some work suggests that the adoption of writing across the curriculum programs-specifically those that engage students in scientific written discourse-is not widely used in the United States, despite success in Australia and the United Kingdom (Keys 1999).…”

“…In an age where at least superficial information is at our fingertips on a limitless number of topics including genetics, we must find methods of ensuring an enduring understanding of this information. Because students often learn only passively through lectures, reading assignments, or cursory searching of the Internet, developing critical thinking skills is necessary to ensure a level of literacy and the eventual ability to apply the knowledge (Connally and Vilardi 1989;Rivard 1994;Keys 1999). Providing students with an opportunity to explore challenging areas in genetics through writing is one manner of achieving this goal.…”

Tool use in open learning environments: In search of learner-related determinants

“…Among them, journal writing was identified as an effective way to promote students' reflective thinking skills because it offered a means by which students can externalize their reasoning and reflections on experiences (Stickel & Trimmer, 1994) and then reframe experiences within the learning context (Andrusyszyn & Davie, 1997). Journaling has become a popular technique that is both found to promote reflective thinking skill (Griffith & Frieden, 2000;Hiemstra, 2001;Jasper, 1999;Kerka, 2002;Keys, 1999;Priya & Xie, 2005;Spalding & Wilson, 2002) and used to assess it because journals provide "evidence" of whether or how reflective thinking skills are used (Bourner, 2003;Wood & Lynch, 1998).…”

La argumentación científica escolar: contribución a la comprensión de un modelo complejo de salud y enfermedad

“…El movimiento Writing Across the Curriculum (WAC) o escritura en las disciplinas se inició en 1970 en los Estados Unidos con foco en las prácticas pedagógicas del ámbito universitario; en la actualidad se profundiza también en la lectura y la escritura en la escuela secundaria, en la línea "Talk and writing in secondary science" (KEyS, 1999;PRAIN;HAND, 1999;RIvARD;STRAw, 2000). El interés del movimiento se centra en identificar las características diferenciales que asume la escritura a lo largo de las disciplinas.…”