Literaturnachweis - Detailanzeige
| Autor/inn/en | Otfinowski, Rafael; Silva-Opps, Marina |
|---|---|
| Titel | Writing toward a Scientific Identity: Shifting from Prescriptive to Reflective Writing in Undergraduate Biology |
| Quelle | In: Journal of College Science Teaching, 45 (2015) 2, (5 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0047-231X |
| DOI | 10.2505/4/jcst15_045_02_19 |
| Schlagwörter | Undergraduate Students; Biology; Scientific Literacy; Content Area Writing; Active Learning; Inquiry; Writing Assignments; Student Attitudes; Teaching Methods |
| Abstract | Analytical writing enhances retention of science learning and is integral to student-centered classrooms. Despite this, scientific writing in undergraduate programs is often presented as a series of sentence-level conventions of grammar, syntax, and citation formats, reinforcing students' perceptions of its highly prescriptive nature. The authors designed their research to transform students' perceptions of scientific writing in an upper level class in biology through a semester-long, inquiry-based writing project. (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 | 2020/1/01 |
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