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ERIC Number: EJ785436
Record Type: Journal
Publication Date: 2008
Pages: 4
Abstractor: Author
Reference Count: 17
ISBN: N/A
ISSN: ISSN-0009-8655
Writing-to-Learn in the Inquiry-Science Classroom: Effective Strategies from Middle School Science and Writing Teachers
Baker, William P.; Barstack, Renee; Clark, Diane; Hull, Elizabeth; Goodman, Ben; Kook, Judy; Kraft, Kaatje; Ramakrishna, Pushpa; Roberts, Elisabeth; Shaw, Jerome; Weaver, David; Lang, Michael
Clearing House: A Journal of Educational Strategies, Issues and Ideas, v81 n3 p105-108 Jan-Feb 2008
Student writing skills are an important concern for every teacher. This is especially true when using inquiry-based approaches in the science classroom. Writing promotes critical-thinking skills and construction of vital scientific concepts and challenges ingrained misconceptions. Yet, many teachers encounter practical problems when incorporating writing into science-inquiry activities. In this article, the authors asked middle school science and writing teachers to generate a list of common barriers to implementing writing-to-learn strategies in science-inquiry lessons and suggest methods by which these difficulties might be overcome. The resulting suggestions should help teachers deal with the inevitable problems that arise when incorporating writing-to-learn in their classrooms.
Heldref Publications. 1319 Eighteenth Street NW, Washington, DC 20036-1802. Tel: 800-365-9753; Tel: 202-296-6267; Fax: 202-293-6130; e-mail: subscribe@heldref.org; Web site: http://www.heldref.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A