Tomas, Louisa (2012) Writing narratives about socioscientific issues: engaging students and learning science. Teaching Science, 58 (4). pp. 24-28.

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Abstract

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.

Item ID:	19452
Item Type:	Article (Research - C1)
ISSN:	1839-2946
Date Deposited:	27 Sep 2012 23:03
FoR Codes:	13 EDUCATION > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy @ 100%
SEO Codes:	93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930101 Learner and Learning Achievement @ 30% 93 EDUCATION AND TRAINING > 9301 Learner and Learning > 930104 Moral and Social Development (incl. Affect) @ 10% 93 EDUCATION AND TRAINING > 9302 Teaching and Instruction > 930201 Pedagogy @ 60%
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