Yule, J. V., Wolf, W. C., & Young, N. L. (2010). Emphasizing the “literacy” in “scientific literacy”: A concise blueprint for integrating writing into biology classes. Bioscene: Journal of College Biology Teaching, 36(2), 15-21.
The authors of this theoretical research article argued for the benefits of integrating writing into biology classes to engage students and to provide them with a better understanding of the content. The authors suggested some effective strategies for educators to incorporate writing into their classroom.
Research in this article suggested that students are currently learning biology content through memorization of terms and concepts and do little writing beyond short answer questions rather than reflection of the content. Written responses access a higher level of Bloom’s taxonomy than short answer questions, because students are asked to analyze or apply the content. The authors also explained that writing tasks become more effective for student understanding when the focus is on connecting concepts within the content, rather than just focusing on grammar and punctuation. Educators should provide students with opportunities for both formal and informal writing when assessing their understanding. The authors also suggest using a standardized grading rubric to aid educators with the grading process and give students a clear understanding of the expectations of the writing assignment. Another way to make students more comfortable with the writing process is to have them construct possible test questions.
Educators can utilize this information to integrate writing tasks into lesson plans and allow students to practice and develop better writing skills. Using writing in the classroom can be an effective means of promoting a deeper understanding of the content, even for those students with poor writing skills.
The authors of this theoretical research article argued for the benefits of integrating writing into biology classes to engage students and to provide them with a better understanding of the content. The authors suggested some effective strategies for educators to incorporate writing into their classroom.
Research in this article suggested that students are currently learning biology content through memorization of terms and concepts and do little writing beyond short answer questions rather than reflection of the content. Written responses access a higher level of Bloom’s taxonomy than short answer questions, because students are asked to analyze or apply the content. The authors also explained that writing tasks become more effective for student understanding when the focus is on connecting concepts within the content, rather than just focusing on grammar and punctuation. Educators should provide students with opportunities for both formal and informal writing when assessing their understanding. The authors also suggest using a standardized grading rubric to aid educators with the grading process and give students a clear understanding of the expectations of the writing assignment. Another way to make students more comfortable with the writing process is to have them construct possible test questions.
Educators can utilize this information to integrate writing tasks into lesson plans and allow students to practice and develop better writing skills. Using writing in the classroom can be an effective means of promoting a deeper understanding of the content, even for those students with poor writing skills.