Annotated Bibliography
Eisenhart, M., Finkel, E., & Marion, S. F. (1996). Creating the conditions for scientific literacy: A re-examination. American Educational Research
Journal,33(2), 261-295.
This article looks at the ways in which scientific literacy has been defined and formed.
This article would help me in examining what a scientifically literate 5th grader would look like.
Millar, R. (2006). Twenty first century science: Insights from the design and implementation of a scientific literacy approach in school science.
International Journal of Science Education, 28(13), 1499-1521.
This article examines the scientific literacy science courses of 12,000 15 and 16 year olds and the benefits.
Yore, L. D., Hand, B. M., & Florence, M. K. (2004). Scientists' views of science, models of writing, and science writing practices. Journal of
Research in Science Teaching, 41(4), 338-369.
This is such a great article because it looks at scientists as experts in their fields and if they are also expert writers as well? The article looks at how scientists become experts in science, is it through writing strategies and processes? The article examines how the role of writing plays into knowledge construction. The article looks at scientific language in writing and how to write in order to construct, describe, and present ideas in the scientific community.
This article directly relates to my sub-question of how can becoming a better writer help students acquire more characteristics of a scientific literate learner? The characteristics of a scientific literate learner are understanding experiment and reasoning, ask, find, and determine answers to questions derived from curiosity, describe natural phenomena, identify scientific issues, and pose arguments. These are looked at in this article about what scientist experts feel about the language or writing and how they themselves acquired the same characteristics of a scientific literate learner.
http://www.corestandards.org/ELA-Literacy/W/5
Literacy in the common core state standards
http://www.corestandards.org/ELA-Literacy/RST/6-8
Prain, V., & Hand, B. (1996). Writing for learning in the junior secondary science classroom: issues arising from a case study. International
Journal of Science Education, 18(1), 117-128.
This article looks at a program for writing for learning science in the classroom of the course of six months. The problems that arise form this and how writing can be used to clarify and gain deeper understanding of scientific knowledge. The research in this article looked at how a broader range of writing was used to learn science and what the attitudes and beliefs of students were as an outcome.
This article will help me to see the effect of writing for learning science on student’s conceptual knowledge and how my question of what happens when writing is incorporated into the science curriculum can be looked at in detail with this article.
Klein, P. D. (2000). Elementary students' strategies for writing-to-learn in science. Cognition and Instruction, 18(3), 317-348.
This article examines the cognitive process through which writing can contribute to learning in content areas with a total of 70 elementary school children. The children carried out science lessons and used a science journal writing technique while thinking aloud. Students constructed more detailed and complex explanations because of this.
This article will assist me in researching with the data needed for my action research in field tests of 70 elementary school children. The data will show that students writing to learn science show certain characteristics. This will assist with my questions of what happens when writing is incorporated into the science curriculum.
Akkus, R., Gunel, M., & Hand, B. (2007). Comparing an Inquiry‐based Approach known as the Science Writing Heuristic to Traditional Science
Teaching Practices: Are there differences?. International Journal of Science Education, 29(14), 1745-1765.
This article looks at more inquiry based approaches to learning science in particular the Science Writing Heuristic approach and how this can close the science learning gap in the classroom.
This article was of particular interest to me because of the inquiry-based approach to learning and the Science Writing Heuristic approach in particular. I want to see if this approach is something that could carry over into my classroom and what the effects would be of doing this. Is this inquiry writing to learn science approach ideal for my classroom and my study? I feel the research could lead me to what other researchers have discovered in science writing.
Yore, L., Bisanz, G. L., & Hand, B. M. (2003). Examining the literacy component of science literacy: 25 years of language arts and science
research. International Journal of Science Education, 25(6), 689-725.
This article looks in detail at the role of language arts in science. This is a theoretical framework piece examining 25 years of language arts and science research. Looking at the major influences, for example, reductionist research approaches and constructivist approaches.
I feel that this article would provide a theoretical framework for my action research in examining the last 25 years of research in the field that I am conducting my action research in. I feel the theories discussed can be directly cited and apply directly to my research.
Syh-Jong, J. (2007). A study of students' construction of science knowledge: talk and writing in a collaborative group. Educational research,
49(1), 65-81.
This article looked at a sub-set of teaching science in collaborative groups through writing. This article looked at how science is being taught usually from memorizing facts and teacher to student teaching. The article studied a program for teaching in collaborative groups at a Taiwan University in the program and outcomes from this.
This was a very interesting article for me because of how it directly looked at the current ways science is taught (my current students are not responsive to this) and a new method that might work in collaborative groups with research in this program that was used in Taiwan. This article can provide insight for me into my action research.
Tower, C. (2005). What's the purpose? Students talk about writing in science. Language Arts, 82(6), 472.
This article examines how nonfiction writing can be promoted and students can become better nonfiction writers. The article looks at how this would benefit students in other content areas as well.
I feel that this article would directly relate to my sub-question of how will integrating writing into the science curriculum align and prepare students for success with common core literacy writing expectations. The common core in literacy looks directly at nonfiction writing, as a standard and I would like to see how this could be related to my action research/classroom.
Gallagher, J. J. (2007). Teaching science for understanding. Pearson Prentice Hall.
This professional text looks at employing writing as a learning tool in science on pages 61 to 65. How does writing help students learn science? The text looks at writing as a tool to understand concepts and how to get students started in writing in science.
I feel that this professional text would directly help me implement my action and assessment plan in my classroom with writing in science lessons. I would be able to incorporate the teachings into my classroom. I could also examine the research already conducted in this area indicated in the text.
Gallagher, K. (2006). Teaching adolescent writers. Stenhouse Publishers.
This professional text examines how to use student writing as an assessment tool to monitor progress and growth.
I feel this professional text would directly help in the assessment aspect of my action research when I begin collecting student writing in science to examine and record results.
Robertson, B. (2005). What Writing Represents What Scientists Actually Do?. Science and Children, 43(3), 50-51.
What this article shows is a really interesting student friendly overview of what scientists really do with writing and how writing is incorporated into their daily lives of being a scientist. It has student friendly pictures and is a short article indicating what particular writing is used by scientists.
I feel I could use this article for my students to read and examine how scientist use writing in their daily job. My students can understand what they are doing in the classroom in writing for science directly corresponds to what scientists are doing in the field of writing.
Patterson, E. W. (2001). Structuring the composition process in scientific writing. International journal of science education, 23(1), 1-16.
The article examined how students were not able to explain their ideas in writing as clearly in science and how certain scaffolding techniques helped students in the writing process improved student’s ability to write scientifically.
This study/article would directly relate to my action research in how students write in science in my classroom and what techniques would assist in my ability to promote writing to learn science.
Knipper, K. J., & Duggan, T. J. (2006). Writing to learn across the curriculum: Tools for comprehension in content area classes. The Reading
Teacher, 59(5), 462-470.
The article examines how language arts and literacy in writing can be used my teachers in different content areas like science to promote student comprehension. Also, writing to learn differs from learning to write.
I feel that this article is of particular importance in how science requires a specialized set of writing skills and this article examines the skills in detail. This article prompted more questions on my end, for example, expository writing vs. narrative writing, and what role do assessments play in writing for science.
Rivard, L. P., & Straw, S. B. (2000). The effect of talk and writing on learning science: An exploratory study. Science Education, 84(5), 566-593.
This article explored the effect of writing on learning science. In the study forty-three students were randomly selected for the study and completed different level writing in science activities with the results indicated in the study.
This article brought up the ideas of writing enhancing the retention of science learning and how analytical writing plays a large role in science learning. This research can be used directly in my action research.
Llewellyn, D. (2005). Teaching high school science through inquiry: A case study approach. Corwin-volume discounts.
The pages of the professional text that I would use in my action research describe how inquiry based learning in science can be taught and what this would look like. It would involve writing, discussion, journaling, etc.
This professional text would assist examining inquiry-based writing in science and the research that has already been done in this field to help with my action research.
Calkins, L., Ehrenworth, M., & Lehman, C. (2012). Pathways to the common core: Accelerating achievement. Heinemann.
I feel that this is such a great article because it looks directly at the new writing standards in common core and in narrative texts, argument texts, and informational texts. Looking at the major skills needed for students to succeed in the common core writing standards.
I feel that this article would directly help me to look at writing in science using all three categories of the new common core writing standards, specifically in fiction (science), expository, and argument writing using direct scientific evidence. This article also helps me to not search out proving something but instead looking to think and learn something new about the new common core.
Calkins, L. Writing plays an essential role in deepening a student’s learning to access all content matter and we believe every classroom should
incorporate these strategies to effectively teach writing.
This is a great article that looks at the specific role writing plays in student comprehension of content areas and looks at how writing can be incorporated into the common core.
The specific strategies directly relate to my idea of teaching science in my Action Research by using the three different areas of the common core writing standards in science fiction, expository, and argument writing.
Eisenhart, M., Finkel, E., & Marion, S. F. (1996). Creating the conditions for scientific literacy: A re-examination. American Educational Research
Journal,33(2), 261-295.
This article looks at the ways in which scientific literacy has been defined and formed.
This article would help me in examining what a scientifically literate 5th grader would look like.
Millar, R. (2006). Twenty first century science: Insights from the design and implementation of a scientific literacy approach in school science.
International Journal of Science Education, 28(13), 1499-1521.
This article examines the scientific literacy science courses of 12,000 15 and 16 year olds and the benefits.
Yore, L. D., Hand, B. M., & Florence, M. K. (2004). Scientists' views of science, models of writing, and science writing practices. Journal of
Research in Science Teaching, 41(4), 338-369.
This is such a great article because it looks at scientists as experts in their fields and if they are also expert writers as well? The article looks at how scientists become experts in science, is it through writing strategies and processes? The article examines how the role of writing plays into knowledge construction. The article looks at scientific language in writing and how to write in order to construct, describe, and present ideas in the scientific community.
This article directly relates to my sub-question of how can becoming a better writer help students acquire more characteristics of a scientific literate learner? The characteristics of a scientific literate learner are understanding experiment and reasoning, ask, find, and determine answers to questions derived from curiosity, describe natural phenomena, identify scientific issues, and pose arguments. These are looked at in this article about what scientist experts feel about the language or writing and how they themselves acquired the same characteristics of a scientific literate learner.
http://www.corestandards.org/ELA-Literacy/W/5
Literacy in the common core state standards
http://www.corestandards.org/ELA-Literacy/RST/6-8
Prain, V., & Hand, B. (1996). Writing for learning in the junior secondary science classroom: issues arising from a case study. International
Journal of Science Education, 18(1), 117-128.
This article looks at a program for writing for learning science in the classroom of the course of six months. The problems that arise form this and how writing can be used to clarify and gain deeper understanding of scientific knowledge. The research in this article looked at how a broader range of writing was used to learn science and what the attitudes and beliefs of students were as an outcome.
This article will help me to see the effect of writing for learning science on student’s conceptual knowledge and how my question of what happens when writing is incorporated into the science curriculum can be looked at in detail with this article.
Klein, P. D. (2000). Elementary students' strategies for writing-to-learn in science. Cognition and Instruction, 18(3), 317-348.
This article examines the cognitive process through which writing can contribute to learning in content areas with a total of 70 elementary school children. The children carried out science lessons and used a science journal writing technique while thinking aloud. Students constructed more detailed and complex explanations because of this.
This article will assist me in researching with the data needed for my action research in field tests of 70 elementary school children. The data will show that students writing to learn science show certain characteristics. This will assist with my questions of what happens when writing is incorporated into the science curriculum.
Akkus, R., Gunel, M., & Hand, B. (2007). Comparing an Inquiry‐based Approach known as the Science Writing Heuristic to Traditional Science
Teaching Practices: Are there differences?. International Journal of Science Education, 29(14), 1745-1765.
This article looks at more inquiry based approaches to learning science in particular the Science Writing Heuristic approach and how this can close the science learning gap in the classroom.
This article was of particular interest to me because of the inquiry-based approach to learning and the Science Writing Heuristic approach in particular. I want to see if this approach is something that could carry over into my classroom and what the effects would be of doing this. Is this inquiry writing to learn science approach ideal for my classroom and my study? I feel the research could lead me to what other researchers have discovered in science writing.
Yore, L., Bisanz, G. L., & Hand, B. M. (2003). Examining the literacy component of science literacy: 25 years of language arts and science
research. International Journal of Science Education, 25(6), 689-725.
This article looks in detail at the role of language arts in science. This is a theoretical framework piece examining 25 years of language arts and science research. Looking at the major influences, for example, reductionist research approaches and constructivist approaches.
I feel that this article would provide a theoretical framework for my action research in examining the last 25 years of research in the field that I am conducting my action research in. I feel the theories discussed can be directly cited and apply directly to my research.
Syh-Jong, J. (2007). A study of students' construction of science knowledge: talk and writing in a collaborative group. Educational research,
49(1), 65-81.
This article looked at a sub-set of teaching science in collaborative groups through writing. This article looked at how science is being taught usually from memorizing facts and teacher to student teaching. The article studied a program for teaching in collaborative groups at a Taiwan University in the program and outcomes from this.
This was a very interesting article for me because of how it directly looked at the current ways science is taught (my current students are not responsive to this) and a new method that might work in collaborative groups with research in this program that was used in Taiwan. This article can provide insight for me into my action research.
Tower, C. (2005). What's the purpose? Students talk about writing in science. Language Arts, 82(6), 472.
This article examines how nonfiction writing can be promoted and students can become better nonfiction writers. The article looks at how this would benefit students in other content areas as well.
I feel that this article would directly relate to my sub-question of how will integrating writing into the science curriculum align and prepare students for success with common core literacy writing expectations. The common core in literacy looks directly at nonfiction writing, as a standard and I would like to see how this could be related to my action research/classroom.
Gallagher, J. J. (2007). Teaching science for understanding. Pearson Prentice Hall.
This professional text looks at employing writing as a learning tool in science on pages 61 to 65. How does writing help students learn science? The text looks at writing as a tool to understand concepts and how to get students started in writing in science.
I feel that this professional text would directly help me implement my action and assessment plan in my classroom with writing in science lessons. I would be able to incorporate the teachings into my classroom. I could also examine the research already conducted in this area indicated in the text.
Gallagher, K. (2006). Teaching adolescent writers. Stenhouse Publishers.
This professional text examines how to use student writing as an assessment tool to monitor progress and growth.
I feel this professional text would directly help in the assessment aspect of my action research when I begin collecting student writing in science to examine and record results.
Robertson, B. (2005). What Writing Represents What Scientists Actually Do?. Science and Children, 43(3), 50-51.
What this article shows is a really interesting student friendly overview of what scientists really do with writing and how writing is incorporated into their daily lives of being a scientist. It has student friendly pictures and is a short article indicating what particular writing is used by scientists.
I feel I could use this article for my students to read and examine how scientist use writing in their daily job. My students can understand what they are doing in the classroom in writing for science directly corresponds to what scientists are doing in the field of writing.
Patterson, E. W. (2001). Structuring the composition process in scientific writing. International journal of science education, 23(1), 1-16.
The article examined how students were not able to explain their ideas in writing as clearly in science and how certain scaffolding techniques helped students in the writing process improved student’s ability to write scientifically.
This study/article would directly relate to my action research in how students write in science in my classroom and what techniques would assist in my ability to promote writing to learn science.
Knipper, K. J., & Duggan, T. J. (2006). Writing to learn across the curriculum: Tools for comprehension in content area classes. The Reading
Teacher, 59(5), 462-470.
The article examines how language arts and literacy in writing can be used my teachers in different content areas like science to promote student comprehension. Also, writing to learn differs from learning to write.
I feel that this article is of particular importance in how science requires a specialized set of writing skills and this article examines the skills in detail. This article prompted more questions on my end, for example, expository writing vs. narrative writing, and what role do assessments play in writing for science.
Rivard, L. P., & Straw, S. B. (2000). The effect of talk and writing on learning science: An exploratory study. Science Education, 84(5), 566-593.
This article explored the effect of writing on learning science. In the study forty-three students were randomly selected for the study and completed different level writing in science activities with the results indicated in the study.
This article brought up the ideas of writing enhancing the retention of science learning and how analytical writing plays a large role in science learning. This research can be used directly in my action research.
Llewellyn, D. (2005). Teaching high school science through inquiry: A case study approach. Corwin-volume discounts.
The pages of the professional text that I would use in my action research describe how inquiry based learning in science can be taught and what this would look like. It would involve writing, discussion, journaling, etc.
This professional text would assist examining inquiry-based writing in science and the research that has already been done in this field to help with my action research.
Calkins, L., Ehrenworth, M., & Lehman, C. (2012). Pathways to the common core: Accelerating achievement. Heinemann.
I feel that this is such a great article because it looks directly at the new writing standards in common core and in narrative texts, argument texts, and informational texts. Looking at the major skills needed for students to succeed in the common core writing standards.
I feel that this article would directly help me to look at writing in science using all three categories of the new common core writing standards, specifically in fiction (science), expository, and argument writing using direct scientific evidence. This article also helps me to not search out proving something but instead looking to think and learn something new about the new common core.
Calkins, L. Writing plays an essential role in deepening a student’s learning to access all content matter and we believe every classroom should
incorporate these strategies to effectively teach writing.
This is a great article that looks at the specific role writing plays in student comprehension of content areas and looks at how writing can be incorporated into the common core.
The specific strategies directly relate to my idea of teaching science in my Action Research by using the three different areas of the common core writing standards in science fiction, expository, and argument writing.