Research and Teaching: Building First-Year Science Writing Skills with an Embedded Writing Instruction Program

Autor/inn/en	Dansereau, David; Carmichael, L. E.; Hotson, Brian
Titel	Research and Teaching: Building First-Year Science Writing Skills with an Embedded Writing Instruction Program
Quelle	In: Journal of College Science Teaching, 49 (2020) 3, S.66-75 (10 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	College Freshmen; Writing Skills; Content Area Writing; Biology; Feedback (Response); Revision (Written Composition); Program Effectiveness; Student Attitudes; Tutoring; Foreign Countries; Introductory Courses; Foreign Students; Self Efficacy; Grades (Scholastic); Academic Support Services; Attendance; Science Instruction; Canada + Suchen Sie Ihr Suchwort? Studienanfänger; Writing skill; Schreibfertigkeit; Schriftliche Übung; Biologie; Korrektur; Schülerverhalten; Förderkonzept; Nachhilfeunterricht; Ausland; Einführungskurs; Self-efficacy; Selbstwirksamkeit; Notenspiegel; Anwesenheit; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Kanada
Abstract	An important foundational skill developed in an undergraduate science program is the ability to find, critically evaluate, and communicate scientific information. Effective science communication depends on good writing; therefore, we leveraged student support services offered by the Writing Centre and Academic Communications, in conjunction with the Office of the Dean of Science and the departmental chair of Biology at Saint Mary's University (Halifax) to help meet science-writing outcomes in the Biology program. Our initiative began with writing-instruction workshops, embedded into first-year labs, which supported student writing of formal lab reports. The program also featured instructor feedback on drafts and final resubmissions, and mandatory consultations with discipline-specific writing tutors during the revision phase. We used surveys, attendance records, and grades to evaluate the program's success. Writing tutoring was incentivized and well attended, and we measured a significant improvement on final lab reports grades for students who made use of the program. Over 80% of participants, both science majors and nonmajors, reported that the program had prepared them for future courses. (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01