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ERIC Number: EJ1289956
Record Type: Journal
Publication Date: 2020
Pages: 18
Abstractor: As Provided
ISSN: EISSN-1932-7528
Lab Reports and Horror Stories: Exploring Chemistry Majors' Evaluations of Scientific and Creative Writing
Nicholes, Justin
Journal for Learning through the Arts, v16 n1 2020
The present study adopted a case-study qualitative design to discover how science undergraduates at one public university in the eastern U.S. understood writing and how they evaluated creative or personal writing in relation to their science identities. Findings suggest that science majors in this volunteer sample defined science writing as distinct from other kinds of writing, but they also saw creative writing as personally enjoyable and valuable. The discussion explores an observation that science educators may be able to leverage creative, imaginative writing to give students chances to demonstrate how creative narratives do not lie beyond the boundaries of scientific discourse, as well as for reflective and writing-to-learn purposes for students.
Center for Learning in the Arts, Sciences and Sustainability. University of California Irvine, School of Biological Sciences III, Office 2656, Irvine, CA 92697. Tel: 949-824-4317; Fax: 949-824-2965; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A