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ERIC Number: ED457157
Record Type: Non-Journal
Publication Date: 2001
Pages: 15
Abstractor: N/A
Reference Count: N/A
Teachers' Responses to Science Writing.
Owens, Caroline V.
This study asked four experienced teachers to respond to elementary students' science writing and explain their thinking, discussing factors they considered as they made the choices that ultimately supported or undermined children's attempts to write about science. Teachers responded first in writing, then orally expanded on written comments during an interview. Teachers were visited twice more to discuss transcripts of the comments and explore ways the issues surrounding science writing related to general practices and philosophies discussed in the first interview. Overall, no two teachers defined or used science writing in the same ways. Teachers' individual definitions of science predisposed them to either accept or reject the processes of science writing as supportive of science learning. Most teachers considered responding to the science writing a frustrating process. All of the teachers assumed the students could read and write nonfiction science paragraphs and were uncomfortable with evidence that this might not be the case. The three female teachers regarded science writing as qualitatively different from other nonfiction writing. The teachers' need for external support in science teaching and assessment defined the range of activities which they included in science instruction. (Contains 28 references.) (SM)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A