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Science Literacy and Notebooking: Writing-to-learn in Science Using a Heuristic

Science Literacy and Notebooking: Writing-to-learn in Science Using a Heuristic. North Cascades and Olympic Science Partnership Summer Academy 2005 Liesl Hohenshell. Rationales for Writing-to-Learn Tasks. Developing quality understanding of science Knowledge  Application

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Science Literacy and Notebooking: Writing-to-learn in Science Using a Heuristic

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  1. Science Literacy and Notebooking: Writing-to-learn in Science Using a Heuristic North Cascades and Olympic Science Partnership Summer Academy 2005 Liesl Hohenshell

  2. Rationales for Writing-to-Learn Tasks Developing quality understanding of science • Knowledge  Application • Communicating understanding • Students take on explanatory role Assumption has been that students already have procedural and conceptual knowledge to succeed  need support and guidance

  3. Rationale: Inquiry & National Standards Students should be able to “describe a problem in detail before attempting a solution, determine what relevant information should enter the analysis of a problem, and decide which procedures can be used to generate descriptions and analyses of the problem (Glaser, 1992)” (NRC, 2000, p. 117).

  4. Research Based Science Writing Heuristic: A Non-traditional Form of Notebooking Positive findings at all levels • University  elementary students • Decreases achievement gap between genders • Narrowing of the achievement gap • Improvements in language and reading scores Student Perceptions • Identify socially negotiated experiences as critical forms of support • Recognize distinct thinking required by different types of writing tasks • Report learning as they are writing

  5. Pedagogy Learning theory: Interactive-constructivist • Private and Public forms of knowledge • Student-centered approach – less prescription   Share the power 

  6. Interviewed Student Metacognitive Experiences:I got to find out what I didn’t know…I think it made the experiment easier to do because I was making up what I had to find out instead of just answering the questions on the sheet. You had to think about what you already knew, so you figure out what you had to ask yourself, so you could find out what you wanted to know, what you needed to know. (Ken, SWH-High Achiever)

  7. From Michael Klentschy, What should a science notebook contain? • Question/problem/purpose • Prediction • Planning • Data/Observations • Claims and evidence • What have you learned? • Next steps/new questions

  8. 1. Beginning ideas…What questions do I have? (testable questions with matching predictions) 2. Tests…What did I do? (descriptions of testing with sufficient detail for repeatability) 3. Observations…What did I see? (records from tests appropriately representing data) 4. Claims…What inferences can I make? (interpretations of observations explaining tests) 5. Evidence…How do I know? (justification of claims) 6. Reading…How do my ideas compare with others? (comparison of ideas, 2 additional sources, citation) 7. Reflection…How have my ideas changed? (relating back to beginning ideas, explaining changes) Science Writing Heuristic Student Template

  9. Questions for Discussion

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