ERIC Number: ED393694
Record Type: RIE
Publication Date: 1996-Apr
Reference Count: N/A
Writing in/forms Science and Science Learning.
Hildebrand, Gaell M.
This paper uses three nuances of "informs." Firstly, it argues that writing forms (or shapes) science and science learning through the textual practices that are available to interpret and allowable to produce. These writing genres shape science discourse and must be challenged because available texts construct science as a rational field that discovers through the scientific method and the allowable genres construct science learning as recalling facts, processes, and theories. A study where teachers included imaginative writing in science learning as learning tasks is then described. The focus is on poetry, anthropomorphic narratives and travel brochures as representative imaginative genres. Samples from students in three secondary schools are discussed in the context of students' and teachers' perceptions of the impact on learning. It is concluded that writing informs (provides new insights into) science and science learning. Imaginative writing genres generate new ways of thinking science and teachers who use such tasks come to understand their students' learning in ways that teachers who rely on factual writing rarely can. Finally, it is argued that science itself has always been informed by imaginative writings: writings using metaphorical devices, allegories, and imagery. Contains 63 references. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (69th, St. Louis, MO, April, 1996).