A Writing-to-Learn Approach for Improving Students' Evaluation of Science Web Sources

被引:1
作者
Scott, Gray [1 ,2 ]
Ahmed, Shazia A. [3 ]
机构
[1] Texas Womans Univ, English, Denton, TX 76204 USA
[2] Texas Womans Univ, Acad Assessment, Denton, TX 76204 USA
[3] Texas Womans Univ, Dept Biol, Denton, TX 76204 USA
关键词
scientific literacy; critical thinking; writing; peer review; reflection; METAANALYSIS; INSTRUCTION; NEWS;
D O I
10.1525/abt.2020.82.9.638
中图分类号
Q [生物科学];
学科分类号
07 ; 0710 ; 09 ;
摘要
Writing skills remain in high demand even as trends like class-size increases discourage faculty from assigning students opportunities to practice the craft. At the same time, students live in a world in which scientifically suspect claims spread more rapidly than their debunking. We crafted a scaffolded, low-stakes assignment sequence addressing both needs, one that requires relatively little grading. Approaches like this one may prove useful in college and AP classes.
引用
收藏
页码:638 / 640
页数:3
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