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ERIC Number: EJ991297
Record Type: Journal
Publication Date: 2012-Dec
Pages: 5
Abstractor: As Provided
Reference Count: 30
ISSN: ISSN-1449-6313
Writing Narratives about a Socioscientific Issue: Engaging Students and Learning Science
Tomas, Louisa
Teaching Science, v58 n4 p24-28 Dec 2012
International assessments of student science achievement, and growing evidence of students' waning interest in school science, have ensured that the development of scientific literacy continues to remain an important educational priority (Tytler, 2007). Consequently, researchers and classroom teachers alike have called for innovative approaches to teaching and learning that engage students meaningfully in the learning of science. This paper explores the cognitive and affective outcomes of one such approach. Known as "BioStories", this online science writing project requires students to write hybridised narratives that integrate information about an important socioscientific issue as a way of reengaging students and developing an understanding of the underlying science concepts. Studies conducted with students in Year 9 and 12 have shown that such writing can stimulate students' interest and make science accessible, while developing their scientific literacy and a positive disposition towards science. This paper reviews the growing research evidence to support this approach and implications for classroom practice. (Contains 1 figure.)
Australian Science Teachers Association. P.O. Box 334, Deakin West, ACT 2600, Australia. Tel: +61-02-6282-9377; Fax: +61-02-6282-9477; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia