The communication of laboratory investigations by university entrants

Abstract

The purpose of the study reported here was to analyse the ways in which unversity entrant science students carry out and communicate experimental activities and to identify a model to explain characteristic communication practices. The study was prompted by a need to inform the development of an introductory laboratory course. The students studied shared an educational background characterised by a lack of experience with laboratory work and scientific writing. Seven groups of three students were studied. The investigative strategies of these groups were observed. Laboratory reports were used to identify the ways in which students communicated these strategies. Data are presented that show a discrepancy between the strategies used and those reported. The results suggest that: (i) students' perceptions of the purpose of a laboratory task influence their decisions on what to report; (ii) understandings of laboratory procedures greatly influence their decision on what to report and on how much detail to include in a report and; (iii) knowledge of discourse rules contributes to effective reporting. It is concluded that students' communication of an investigation results from the differential operation of various perceptual filters that determine both the procedural and discourse elements of their reports. It is recommended that the communication of science should be taught explicitly and alongside the procedures and concepts of science. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 839–853, 2000

Teaching Scientific Communication Skills in Science Studies: Does It Make a Difference?

“…Others claim that skills are attained through structured instruction involving planned learning opportunities that require the performance of skills and the coaching of students in the process (Shamos, 1995;Castello & Monereo, 1999). Most studies do not support the claim that students acquire skills spontaneously, and in fact show that they need continuous scaffolding and direct instruction (Scherz, Michman, & Tamir, 1985;Eylon, & Linn, 1988;Dienes & Berry, 1997;Krajcik, Blumenfeld, Marx, Bass & Fredricks, 1998;Campbell et al, 2000;Kirkwood, 2000). This approach contends that only teaching that promotes reflective, conscious, metacognitive supervision of students' use of their knowledge, and especially their procedural knowledge, can guarantee that what is learned will be implemented and transferred (Castello & Monereo, 1999;Campbell et al, 2000).…”

“…This involves the ability to conduct lifelong, independent learning (Bol & Strage, 1996;DeBoer, 2000). One important means of independent learning is the capability of successfully implementing high-order skills such as inquiry and problem-solving skills (BSCS, 1993;Schneider, Krajcik, Marx & Soloway, 2002) as well as thinking and learning skills (Berliner, 1992;Bol & Strage, 1996;Campbell, Kaunda, Allie, Buffler & Lubben, 2000). Thus, students should acquire the ability to engage in and to conduct exploratory activities, to locate and retrieve information, to critically evaluate information, to organize and analyze the information, to draw evidence-based conclusions, and to present the acquired knowledge (AAAS, 1993;National Research Council, 1996;PISA, 2003).…”

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“…Campbell, Kaunda, Allie, Buffler & Lubben (2000) pointed out that helping students develop competence in successful communication of both procedures and concepts is an indispensable part of science education and a foremost concern for science teachers. To accomplish the aim of inquiry as a collaborative, cooperative, knowledge-building activity, students must be competent communicators in both common and scientific language.…”