Implementation of the science writing heuristic (SWH) approach in 8th grade science classrooms

Jeonghee Nam, Aeran Choi, Brian Hand

Research output: Contribution to journalArticlepeer-review

34 Scopus citations

Abstract

Current initiatives in science education in Korea have emphasized science literacy as the most important purpose of science education; that is, science education needs to focus on helping each student to become a scientifically literate person who is able to make reasoned decisions. In attempting to address this focus concern about science literacy, the researchers of this study attempted to implement the Science Writing Heuristic (SWH) approach and examined both the SWH and the control groups using the modified Reformed Teaching Observation Protocol (RTOP). Students' performance on a Summary Writing Test (SWT) was also examined. Participant students of this study were eighth grade students in three middle schools located in the second biggest city in Korea. Each of the three teachers from three schools taught both the SWH and the control classes. The results of this study showed significant differences between the SWH and the control groups on the SWT. There was a difference in the total RTOP scores between the SWH and the control groups. Differences among schools imply that higher level of teachers' implementation of the SWH approach would appear to result in better student achievement.

Original languageEnglish
Pages (from-to)1111-1133
Number of pages23
JournalInternational Journal of Science and Mathematics Education
Volume9
Issue number5
DOIs
StatePublished - Oct 2011

Keywords

  • argument-based inquiry approach
  • pedagogy
  • writing to learn science

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