Attitudinal Impact of Hybridized Writing about a Socioscientific Issue

Autor/inn/en	Tomas, Louisa; Ritchie, Stephen M.; Tones, Megan
Titel	Attitudinal Impact of Hybridized Writing about a Socioscientific Issue
Quelle	In: Journal of Research in Science Teaching, 48 (2011) 8, S.878-900 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0022-4308
DOI	10.1002/tea.20431
Schlagwörter	Grade 9; Science Education; Role of Education; Evidence; Scientific Literacy; Science and Society; Scientific Attitudes; Mixed Methods Research; Writing Assignments; Biological Influences; Public Health; Communicable Diseases; Statistical Analysis; Technical Writing; Story Telling; Peer Evaluation; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? School year 09; 9. Schuljahr; Schuljahr 09; Naturwissenschaftliche Bildung; Bildungsauftrag; Evidenz; Biologischer Faktor; Gesundheitswesen; Contagious disease; Contagious diseases; Communicable disease; Infektionskrankheit; Statistische Analyse; Technical documentation; Technische Dokumentation; Ausland; Australien
Abstract	The development of scientifically literate citizens remains an important priority of science education; however, growing evidence of students' disenchantment with school science continues to challenge the realization of this aim. This triangulation mixed methods study investigated the learning experiences of 152 9th grade students as they participated in an online science-writing project on the socioscientific issue of biosecurity. Students wrote a series of hybridized scientific narratives, or BioStories, that integrate scientific information about biosecurity with narrative storylines. The students completed an online Likert-style questionnaire, the BioQuiz, which examined selected aspects of their attitudes toward science and science learning, prior to their participation in the project, and upon completion of the writing tasks. Statistical analyses of these results and interview data obtained from participating students suggest that hybridized writing about a socioscientific issue developed more positive attitudes toward science and science learning, particularly in terms of the students' interest and enjoyment. Implications for research and teaching are also discussed. (Contains 5 tables and 2 notes.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10