The Utility of Writing Assignments in Undergraduate Bioscience

被引:31
作者
Libarkin, Julie [1 ,2 ,3 ]
Ording, Gabriel [2 ]
机构
[1] Michigan State Univ, Geocognit Res Lab, E Lansing, MI 48824 USA
[2] Michigan State Univ, Ctr Integrat Studies Gen Sci, E Lansing, MI 48824 USA
[3] Michigan State Univ, Dept Entomol, E Lansing, MI 48824 USA
关键词
D O I
10.1187/cbe.11-07-0058
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
We tested the hypothesis that engagement in a few, brief writing assignments in a nonmajors science course can improve student ability to convey critical thought about science. A sample of three papers written by students (n = 30) was coded for presence and accuracy of elements related to scientific writing. Scores for different aspects of scientific writing were significantly correlated, suggesting that students recognized relationships between components of scientific thought. We found that students' ability to write about science topics and state conclusions based on data improved over the course of three writing assignments, while the abilities to state a hypothesis and draw clear connections between human activities and environmental impacts did not improve. Three writing assignments generated significant change in student ability to write scientifically, although our results suggest that three is an insufficient number to generate complete development of scientific writing skills.
引用
收藏
页码:39 / 46
页数:8
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