Ritchie, S. M., Tomas, L., & Tones, M. (2011). Writing stories to enhance scientific literacy. International Journal of Science Education, 33(5), 685-707. doi: 10.1080/09500691003728039
The authors of this mixed-method empirical research study investigated how using writing strategies in the biology classroom can enhance students’ scientific understanding. The authors detailed how students’ generation of narrative stories regarding social issues in science has an effect on the development of their scientific literacy.
This study was conducted in two phases; data collected in the first phase informed the direction of the research in the second phase. In the first phase, qualitative data was collected through observations and interviews of the teacher and students in a sixth-grade classroom in suburban Australian school. In the second phase, quantitative data was collected from students in two comparable sixth-grade classrooms in a similar school setting. Students in the treatment classrooms were asked to write two short scientific narratives about a topic related to biosecurity; these stories were referred to as “BioStories”. The students’ stories were then analyzed for elements of scientific understanding, interest, self-efficacy, and sense of scientific literacy. The authors found that students showed an increased understanding of biosecurity, and higher levels of interest in science and literacy elements in their “BioStories” writings.
Educators can use this information by incorporating writing tasks as part of instruction in science to increase scientific literacy in students. Educators can help students engage with a particular scientific issue through narrative writing activities to develop an understanding of the media, analyze conflicting information, and evaluate arguments.
The authors of this mixed-method empirical research study investigated how using writing strategies in the biology classroom can enhance students’ scientific understanding. The authors detailed how students’ generation of narrative stories regarding social issues in science has an effect on the development of their scientific literacy.
This study was conducted in two phases; data collected in the first phase informed the direction of the research in the second phase. In the first phase, qualitative data was collected through observations and interviews of the teacher and students in a sixth-grade classroom in suburban Australian school. In the second phase, quantitative data was collected from students in two comparable sixth-grade classrooms in a similar school setting. Students in the treatment classrooms were asked to write two short scientific narratives about a topic related to biosecurity; these stories were referred to as “BioStories”. The students’ stories were then analyzed for elements of scientific understanding, interest, self-efficacy, and sense of scientific literacy. The authors found that students showed an increased understanding of biosecurity, and higher levels of interest in science and literacy elements in their “BioStories” writings.
Educators can use this information by incorporating writing tasks as part of instruction in science to increase scientific literacy in students. Educators can help students engage with a particular scientific issue through narrative writing activities to develop an understanding of the media, analyze conflicting information, and evaluate arguments.