Science and Children Articles on Writing to Learn Science

Making Thinking Visible

November 2004

What does it mean to “write to learn science,” and why should we use writing as a vehicle for science learning when other alternatives exist? Many studies have examined the role of writing in the learning process, demonstrating that writing, in conjunction with other activities such as reading and hands-on experiences, contributes to greater critical thinking, thoughtful consideration of ideas, and better concept learning.

Click here to read more:

http://science.nsta.org/enewsletter/2005-11/sc0411_20.pdf

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Student-Centered Notebooks

November/December 2004

Science notebooks are fixtures in many science classrooms, but are students using them to their full potential? Ideally, science notebooks should be tools for students to grapple with scientific concepts and make sense of their understandings using recording and organizing strategies that are personally meaningful.

Click here to read more:

http://www.nsta.org/gateway&j=sc&n=49934

Reaching English Language Learners

November/December 2004

Science journals are wonderful tools. They offer a glimpse into children’s science understandings, and they are both diagnostic and pedagogically informative to teachers. Examining and reflecting on children’s journal work lets teachers embed assessment in curriculum and instruction; however, effectively analyzing children’s journal writing and drawing takes practice.

Click here to read more:

http://www.nsta.org/gateway&j=sc&n=49936

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