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ERIC Number: ED458655
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 13
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Linking Writing to the Process of Scientific Inquiry: Strategies from Writing Teachers in the Disciplines.
Ryan, Patrick; Walking-Woman, Linda
As composition teachers work to develop process approaches to writing instruction, science teachers work to develop strategies for teaching science as a process of inquiry. In continuing efforts to revitalize science education, teachers use writing as a tool of inquiry. Exploratory writing, written field observations, close description, and written discussions, among other activities, are essential components of scientific inquiry. Just as science teachers have benefited from research on the writing process, writing teachers in the discipline can benefit from recent advancements in the theory and practice of teaching science as a process of inquiry. This paper first describes the traditional approach to science education, an approach that, while emphasizing the transmission of factual data, often tends to devalue the broader roles of writing as a tool for scientific inquiry. Next, the paper identifies theoretical assumptions that, in contrast to traditional principles, inform current efforts to teach science as inquiry. Finally, to illustrate how teaching science as a process of inquiry utilizes writing, the paper describes selected writing projects of effective teachers in general education courses. It contends that without effective writing instruction in the sciences and social sciences, students cannot master a full range of composition skills. (Contains 24 references.) (NKA)
Publication Type: Information Analyses; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A