ERIC Number: ED316864
Record Type: Non-Journal
Publication Date: 1990-Jan
Reference Count: N/A
Using Student Writing To Assess and Promote Understanding in Science. Occasional Paper No. 16.
Ammon, Paul; Ammon, Mary Sue
Writing can be a rich source of information for science teachers who wish to take their students' present understandings into account as they plan and carry out instruction. The responses students give when asked to explain in writing what happened in an experiment can help the teacher address particular student's misunderstandings. Even writers of low ability can demonstrate conceptual understanding of scientific concepts. The writing need not be lengthy--a few lines can be quite informative. Students who demonstrate in their writing different levels of understanding can benefit from a range of experiences in a lab designed for the whole class. Using writing in this way can enhance teachers' understandings of their students and enhance students' understandings of science. (RS)
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Sponsor: Office of Educational Research and Improvement (ED), Washington, DC.
Authoring Institution: Center for the Study of Writing, Berkeley, CA.; Center for the Study of Writing, Pittsburgh, PA.