NotesFAQContact Us
Collection
Advanced
Search Tips
ERIC Number: EJ854275
Record Type: Journal
Publication Date: 2005
Pages: 18
Abstractor: As Provided
Reference Count: 19
ISBN: N/A
ISSN: ISSN-0126-7663
Writing: Is It Important in Science Classrooms?
Gregson, Robyn; Aubusson, Peter
Journal of Science and Mathematics Education in Southeast Asia, v28 n1 p25-42 2005
In recent times there has been much debate about the literacy levels of students in our schools. Federal and State Governments have provided extensive resources to improve the literacy standards of our tertiary, primary and secondary students. As part of this emphasis on literacy the role that writing plays in student learning has been acknowledged. Recent research has shown that the majority of student writing in secondary science classrooms is teacher directed and used for student assessment. With much of what students write being directed towards assessment it seems timely to research student and teacher views of the role that writing plays in science classrooms. This report uses a questionnaire, teacher interviews and an open-ended survey. Data analysis indicated that teachers from all key learning areas agreed that students' writing skills were lacking and that the students appeared to be unable to successfully incorporate the use of subject specific terms to enhance their writing. It was also found that students disliked writing. However, they wanted to improve their writing skills as they perceived that good writing skills were necessary to help them achieve their best and demonstrate their learning at school.
Southeast Asian Ministers of Education Organization Regional Centre for Education in Science and Mathematics (SEAMEO RECSAM). Jalan Sultan Azlan Shah, 11700 Gelugor, Penang, Malaysia. Tel: +011-60-4-658-3266; Fax: +011-60-4-657-2541; e-mail: director@recsam.edu.my; Web site: http://www.recsam.edu.my
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia