Science writing heuristic

Definition

• The science writing heuristic is a writing-to-learn tool for learning from laboratory activities in secondary science and can be used by teachers as a framework from which to design classroom activities.

• "There is evidence that use of the science writing heuristic facilitated students to generate meaning from data, make connections among procedures, data, evidence, and claims, and engage in metacognition. Students' vague understandings of the nature of science at the beginning of the study were modified to more complex, rich, and specific understandings." (Keys 1999:1065).

The science writing heuristic

The Science Writing Heuristic has been developed by Carolyn Keys, Brian Hand, Vaughan Prain and Susan Collins (Keys et al, 1999). The

Hand, Prain and Wallace (2003:20-22) provide the following lists:

The Science Writing Heuristic, Part I (teacher template component) A template for teacher-designed activities to promote laboratory understanding. 1. Exploration of pre-instruction understanding through individual or group concept mapping. 2. Pre-laboratory activities, including informal writing, making observations, brainstorming, and posing questions. 3. Participation in laboratory activity. 4. Negotiation phase I - writing personal meanings for laboratory activity. (For example, writing journals.) 5. Negotiation phase II - sharing and comparing data interpretations in small groups. (For example, making group charts.) 6. Negotiation phase III - comparing science ideas to textbooks for other printed resources. (For example, writing group notes in response to focus questions.) 7. Negotiation phase IV - individual reflection and writing. (For example, creating a presentation such as a poster or report for a larger audience.) 8. Exploration of post-instruction understanding through concept mapping.

The Science Writing Heuristic, Part II (student template) A template for student. 1. Beginning ideas - What are my questions? 2. Tests - What did I do? 3. Observations - What did I see? 4. Claims - What can I claim? 5. Evidence - How do I know?Why am I making these claims? 6. Reading - How do my ideas compare with other ideas? 7. Reflection - How have my ideas changed?0

References

• Hand Brian, Vaughan Prain and Carolyn Wallace, (2002). Influences of Writing Tasks on Students' Answers to Recall and Higher-Level Test Questions, Research in Science Education 32, 19-34.

• Keys Carolyn W., Brian Hand, Vaughn Prain, Susan Collins, (1999). Using the Science Writing Heuristic as a Tool for Learning from Laboratory Investigations in Secondary Science, Journal Of Research In Science Teaching, 36 (10) 1065-1084. [1]

• Keys Carolyn W. (1997). Revitalizing instruction in scientific genres: Connecting knowledge production with writing to learn in science, Science Education, 83 (2), 115 - 130.