On Writing in Science
In this article from Science and Children, Sandra K. Abell reflects, "Why use writing in science? Many teachers use writing in science as a recording tool (science notebooks) or to find out what students have learned (constructed response tests). Yet writing experts Judith Langer and Arthur Applebee (1987) tell us that writing to evaluate knowledge and skills is only one of several purposes for writing. According to their framework, writing in science classrooms can also: 1) draw on prior knowledge to prepare for new activities, 2) foster new learning, 3) consolidate and review ideas, and 4) reformulate and extend knowledge."
This article was published by the National Science Teacher's Association (NSTA, December 2006).
Download this article in PDF form below.
Access to this resource has been provided by the National Science Teacher's Association, an NCLE Stakeholder Organization.
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