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Material at time of submission to the journal.

Material at time of submission to the journal.

Material at time of submission to the journal.

In 2012, Time Warner Cable and its partners, 826 National and the Coalition for Science Afterschool, committed to launch a pilot of a STEM-based creative writing workshop in Los Angeles, New York City and San Francisco. The program will engage 90 students in science themed creative writing classes which will serve as a springboard to explore STEM subjects for students that otherwise may not ever be exposed to them, potentially increasing the number of students that choose to pursue STEM field studies and increase the number of scientifically literate and engaged Americans. Music: "Bedside Manner" by Jeremy Larson - http://jeremylarsonmusic.com/ MORE INFORMATION: http://www.clintonglobalinitiative.org/commitments/commitments_search.asp?id=760790

This study asked four experienced teachers to respond to elementary students' science writing and explain their thinking, discussing factors they considered as they made the choices that ultimately supported or undermined children's attempts to write about science. Teachers responded first in writing, then orally expanded on written comments during an interview. Teachers were visited twice more to discuss transcripts of the comments and explore ways the issues surrounding science writing related to general practices and philosophies discussed in the first interview. Overall, no two teachers defined or used science writing in the same ways. Teachers' individual definitions of science predisposed them to either accept or reject the processes of science writing as supportive of science learning. Most teachers considered responding to the science writing a frustrating process. All of the teachers assumed the students could read and write nonfiction science paragraphs and were uncomfortable with evidence that this might not be the case. The three female teachers regarded science writing as qualitatively different from other nonfiction writing. The teachers' need for external support in science teaching and assessment defined the range of activities which they included in science instruction. (Contains 28 references.) (SM)

This study asked four experienced teachers to respond to elementary students' science writing and explain their thinking, discussing factors they considered as they made the choices that ultimately supported or undermined children's attempts to write about science. Teachers responded first in writing, then orally expanded on written comments during an interview. Teachers were visited twice more to discuss transcripts of the comments and explore ways the issues surrounding science writing related to general practices and philosophies discussed in the first interview. Overall, no two teachers defined or used science writing in the same ways. Teachers' individual definitions of science predisposed them to either accept or reject the processes of science writing as supportive of science learning. Most teachers considered responding to the science writing a frustrating process. All of the teachers assumed the students could read and write nonfiction science paragraphs and were uncomfortable with evidence that this might not be the case. The three female teachers regarded science writing as qualitatively different from other nonfiction writing. The teachers' need for external support in science teaching and assessment defined the range of activities which they included in science instruction. (Contains 28 references.) (SM)

This study asked four experienced teachers to respond to elementary students' science writing and explain their thinking, discussing factors they considered as they made the choices that ultimately supported or undermined children's attempts to write about science. Teachers responded first in writing, then orally expanded on written comments during an interview. Teachers were visited twice more to discuss transcripts of the comments and explore ways the issues surrounding science writing related to general practices and philosophies discussed in the first interview. Overall, no two teachers defined or used science writing in the same ways. Teachers' individual definitions of science predisposed them to either accept or reject the processes of science writing as supportive of science learning. Most teachers considered responding to the science writing a frustrating process. All of the teachers assumed the students could read and write nonfiction science paragraphs and were uncomfortable with evidence that this might not be the case. The three female teachers regarded science writing as qualitatively different from other nonfiction writing. The teachers' need for external support in science teaching and assessment defined the range of activities which they included in science instruction. (Contains 28 references.) (SM)

This study asked four experienced teachers to respond to elementary students' science writing and explain their thinking, discussing factors they considered as they made the choices that ultimately supported or undermined children's attempts to write about science. Teachers responded first in writing, then orally expanded on written comments during an interview. Teachers were visited twice more to discuss transcripts of the comments and explore ways the issues surrounding science writing related to general practices and philosophies discussed in the first interview. Overall, no two teachers defined or used science writing in the same ways. Teachers' individual definitions of science predisposed them to either accept or reject the processes of science writing as supportive of science learning. Most teachers considered responding to the science writing a frustrating process. All of the teachers assumed the students could read and write nonfiction science paragraphs and were uncomfortable with evidence that this might not be the case. The three female teachers regarded science writing as qualitatively different from other nonfiction writing. The teachers' need for external support in science teaching and assessment defined the range of activities which they included in science instruction. (Contains 28 references.) (SM)

This study asked four experienced teachers to respond to elementary students' science writing and explain their thinking, discussing factors they considered as they made the choices that ultimately supported or undermined children's attempts to write about science. Teachers responded first in writing, then orally expanded on written comments during an interview. Teachers were visited twice more to discuss transcripts of the comments and explore ways the issues surrounding science writing related to general practices and philosophies discussed in the first interview. Overall, no two teachers defined or used science writing in the same ways. Teachers' individual definitions of science predisposed them to either accept or reject the processes of science writing as supportive of science learning. Most teachers considered responding to the science writing a frustrating process. All of the teachers assumed the students could read and write nonfiction science paragraphs and were uncomfortable with evidence that this might not be the case. The three female teachers regarded science writing as qualitatively different from other nonfiction writing. The teachers' need for external support in science teaching and assessment defined the range of activities which they included in science instruction. (Contains 28 references.) (SM)

This study asked four experienced teachers to respond to elementary students' science writing and explain their thinking, discussing factors they considered as they made the choices that ultimately supported or undermined children's attempts to write about science. Teachers responded first in writing, then orally expanded on written comments during an interview. Teachers were visited twice more to discuss transcripts of the comments and explore ways the issues surrounding science writing related to general practices and philosophies discussed in the first interview. Overall, no two teachers defined or used science writing in the same ways. Teachers' individual definitions of science predisposed them to either accept or reject the processes of science writing as supportive of science learning. Most teachers considered responding to the science writing a frustrating process. All of the teachers assumed the students could read and write nonfiction science paragraphs and were uncomfortable with evidence that this might not be the case. The three female teachers regarded science writing as qualitatively different from other nonfiction writing. The teachers' need for external support in science teaching and assessment defined the range of activities which they included in science instruction. (Contains 28 references.) (SM)

This study asked four experienced teachers to respond to elementary students' science writing and explain their thinking, discussing factors they considered as they made the choices that ultimately supported or undermined children's attempts to write about science. Teachers responded first in writing, then orally expanded on written comments during an interview. Teachers were visited twice more to discuss transcripts of the comments and explore ways the issues surrounding science writing related to general practices and philosophies discussed in the first interview. Overall, no two teachers defined or used science writing in the same ways. Teachers' individual definitions of science predisposed them to either accept or reject the processes of science writing as supportive of science learning. Most teachers considered responding to the science writing a frustrating process. All of the teachers assumed the students could read and write nonfiction science paragraphs and were uncomfortable with evidence that this might not be the case. The three female teachers regarded science writing as qualitatively different from other nonfiction writing. The teachers' need for external support in science teaching and assessment defined the range of activities which they included in science instruction. (Contains 28 references.) (SM)

320 p. ; 18 cm

320 p. ; 18 cm

320 p. ; 18 cm

320 p. ; 18 cm

320 p. ; 18 cm

320 p. ; 18 cm

320 p. ; 18 cm

320 p. ; 18 cm

320 p. ; 18 cm

320 p. ; 18 cm

320 p. ; 18 cm

320 p. ; 18 cm

Includes bibliographical references

Includes bibliographical references

Includes bibliographical references

Topic - Social Sciences and the Regional Imaginations of India: The Discourse and Practice of Social Science and Philosophical Writing in Marathi. Speaker - Professor Uttam Bhagwan Amphore, Dr. B.R. Ambedkar Babasaheb Marathwada Univeristy Moderator - Professor Ananta Kumar Giri, Madras Institute of Development Studies, Chennai Convener- Randhir Kumar Gautam, HOD,SOHSS,Raffles University,Neemrana

Topic - Social Sciences and the Regional Imaginations of India: The Discourse and Practice of Social Science and Philosophical Writing in Marathi. Speaker - Professor Uttam Bhagwan Amphore, Dr. B.R. Ambedkar Babasaheb Marathwada Univeristy Moderator - Professor Ananta Kumar Giri, Madras Institute of Development Studies, Chennai Convener- Randhir Kumar Gautam, HOD,SOHSS,Raffles University,Neemrana

Texas A&M's Dr. Barbara Gastel explains techniques on writing to communicate scientific topics to any audience. #tamu #Writing #Science #SciComm Subscribe → http://tx.ag/youtubesub Follow Texas A&M on social media: Instagram → http://instagram.com/tamu Facebook → http://facebook.com/tamu Twitter → http://twitter.com/tamu

Texas A&M's Dr. Barbara Gastel explains techniques on writing to communicate scientific topics to any audience. #tamu #Writing #Science #SciComm Subscribe → http://tx.ag/youtubesub Follow Texas A&M on social media: Instagram → http://instagram.com/tamu Facebook → http://facebook.com/tamu Twitter → http://twitter.com/tamu

Texas A&M's Dr. Barbara Gastel explains techniques on writing to communicate scientific topics to any audience. #tamu #Writing #Science #SciComm Subscribe → http://tx.ag/youtubesub Follow Texas A&M on social media: Instagram → http://instagram.com/tamu Facebook → http://facebook.com/tamu Twitter → http://twitter.com/tamu

technology

We delve into Russian's power and influence, steretypes with girls in science, and some things spooky and some things strange

We delve into Russian's power and influence, steretypes with girls in science, and some things spooky and some things strange

We delve into Russian's power and influence, steretypes with girls in science, and some things spooky and some things strange

We delve into Russian's power and influence, steretypes with girls in science, and some things spooky and some things strange

We delve into Russian's power and influence, steretypes with girls in science, and some things spooky and some things strange

CREATIVE SCIENCE WRITING TO SPARK INTEREST, HASAN JAWAID KHAN, DEC 2015, SCIENCE REPORTER

TeenACE for Science (TAS) is a writing intervention that combines components of Multimedia Technology, Universal Design for Learning (UDL), and Self-Regulated Strategy Development (SRSD) to help students develop expository writing skills in science. This developmental study examined the effect of the TAS intervention with two groups of culturally and linguistically diverse middle school students. Forty-six students in two classrooms that included general and special education students participated in a 12-week intervention during which they wrote multiple science reports. Students used the multimodal features of a productivity software (PowerPoint) to organize pictures and headings, take notes on a cognitive map, type in text, and record their voices narrating what they had written. This mixed methods study utilized pre-post tests and curriculum-based measures to examine quantitative changes. Qualitative measures included surveys and focus groups. Pre-post test results showed that students scored significantly higher on two Woodcock Johnson III subtests (Writing Fluency and Writing Samples) though no significant change was noted on the Editing subtest. Teachers rated the intervention as relevant, useful, and high quality; they reported continued use of the same protocol at a 1-year follow-up.

This paper explores the integration of art, literacy and science in a second grade classroom, showing how an integrative approach has a positive and lasting influence on student achievement in art, literacy, and science. Ways in which art, science, language arts, and cognition intersect are reviewed. Sample artifacts are presented along with their analysis to show how students learn in an integrated unit that incorporates visual art as a key component. While we recognize the importance of art as a unique domain, this research demonstrates how integration of visual art, literacy, and science content creates an effective curriculum benefiting all students.

Writing is frequently neglected in American schools. Writing-to-learn approaches can develop writing skills and help learners form connections between scientific and mathematical concepts. Teachers often avoid writing in their classes because of a lack of class time and the demands of grading student writing. The Write Now Approach uses the beginning of a class period, typically a non-instructional time when the teacher completes tasks before the commencement of teaching, as a writing-to-learn experience. Students share their responses with their peers, so the teacher does not need to read, edit, or grade the writing. This paper reviews the advantages of the writing-to-learn approaches, describes the theoretical basis of the Write Now Approach, explains how the method is implemented, and presents evaluation data from an exploratory study (N=353) implementing the approach with eighth grade students and teachers. Analyses of the data from this exploratory study indicate limited significant differences in students' attitudes toward science or mathematics, proficiency in science and mathematics according to district and school tests, and improvement in writing according to district tests. The findings, however, provide valuable information if interpreted in light of delimitations within the setting. (Author/JRH)

College teachers of English for Science and Technology (EST) are encouraged to conduct research in preparation for designing appropriate writing instruction. Specific recommendations are made for creating such a program, providing adequate support, and organizing its content, with examples offered from the program in computer science writing at the University of Aizu (Japan). An EST writing program should offer student discipline-related knowledge, knowledge of writing in the discipline, and instructional activities tailored to specific skill levels and student needs. At the University of Aizu, instructional design research began with a survey of 87 computer science faculty, a review of professional literature, and computerized analyses of English grammatical constructions and vocabulary used most frequently in computer science discourse. The last analysis revealed 22 different kinds of writing within the field with four primary functions: to obtain approval or resources; organize information for efficient access; generate new information; and disseminate new information. Relevant writing genres for these functions were selected, including dialogues, object descriptions, narratives, process descriptions, and abstracts and bibliographies. Specialist, non-specialist, and high-frequency vocabulary and problematic grammatical constructions in computer science were also identified. Instructional activities were constructed using this information. (MSE)

Aimed at secondary school science and English teachers, this book presents practical advice for developing good student writing in science and mathematics. Five main sections cover: (1) an essay development workshop; (2) 47 specific writing assignments; (3) over 30 questions teachers ask about science writing, and the answers; (4) an anthology of 43 selections of science writing from Shakespeare, Darwin, Freud, Carl Sagan, Rachel Carson, and others; and (5) an annotated bibliography of over 150 books useful for the teaching of science writing. An appendix by Russel W. Kenyon discusses teaching math writing. (RS)

Concept mapping has long been used an assessment tool by educators to illustrate students' conceptual development of a topic over time. In this article, we chronicle the use of concept maps in a language arts environment. Focusing on a literacy tutoring program for struggling readers/writers centered on hands-on science experiments, we explain how concept maps were used as tools to engage students in authentic writing. Using the example of one struggling reader/writer, step-by-step instructions are provided used by the student's literacy tutor to transform ideas captured on a concept map (generated from experiments and readings about magnets) into a student-written non-fiction, informational book. Results from the student's pre- and post-writing assessments not only show increased writing abilities, but also mastery of science language demands.

The purpose of this study is to examine the effects of journal writing, which is one of the "writing to learn" activities, on students' academic achievement, learning retention, and attitudes towards science in the elementary school fourth grade science course unit called "Illumination and Sound Technologies". Quasi-experimental research design, one of the quantitative research methods, was used in the study. The population of the study consists of a total of 44 fourth grade students, with 24 students in experimental group and 20 students in control group, studying in a state elementary school located in Yakutiye, Erzurum. After the pre-test was administered to the participants, the students in the experimental group students wrote a journal as a "writing to learn" activity for each section of the unit for five weeks. Science Course Achievement Test (SCAT) and Attitude Scale for Science Course (ASS) were used as a data collection tool. Kolmogorov-Smirnov test of normality, Mann Whitney U, Wilcoxon signed rank test and independent t-test were used for the research data analysis. The pre-test findings of the research revealed that there was no statistically significant difference between the achievement levels of the students in the experimental and control groups. When the experimental and control group students' SCAT post test data values were compared, it was found that there was a statistically significant difference in favour of experimental group writing a journal, which is one of the "writing to learn" activities (WTL). When the experimental and control groups' retention data analysis were examined, it was revealed that there was no statistically significant difference between the groups A statistically significant difference was found between the experimental group's pre-test and post-test scores regarding the attitude scale for science course but it was determined that there was not a significant difference between the control group's pre-test and post-test scores.

The ways in which people view the world, and by extension the ways in which they learn, are shaped by cultural context. As educators striving to build scientific literacy among our students, it is critical to bridge the gaps among disparate cultures, traditional ways of knowing, and Western science. Understanding the value of traditional knowledge and welcoming the discourse and novel viewpoints associated with cultural and place-based practices is the first step in opening the door of scientific literacy not only for indigenous students but also for students struggling to find personal relevance in science. Sharing ideas and thoughts is a powerful force in aligning the wealth of knowledge in traditional settings with Western science. This paper discusses the utility of personal science writing as a tool for increasing science teaching effectiveness by connecting science learning with culture. Evidence from students' writing has shown that a variety of techniques are effective in eliciting personal responses and creating personal connections to science learning. Students who participate in personal science writing activities report that they enjoy the products of their writing and benefit from written exchange with the teacher in an environment that is meaningful but not penalizing. Reflective science writings also chronicle content knowledge and bring out hidden misconceptions. In addition, writing provides a venue for students to improve their critical thinking skills and for teachers to gain a deeper, nuanced understanding of their students.

This volume marks the completion of Phase II of the Centre for Educational Research and Innovation (CERI) project of inquiry into the issues inherent in the introduction of new information technologies in education. It summarizes the issues discussed and the recommendations made by four working groups at an international conference, each of which focused on the effects of new information technologies on instruction in one of the four basic skills, i.e., reading, writing, science, and mathematics. Members of these groups included representatives of Australia, Canada, Japan, and the United States as well as various western European nations. Noting the increased pressure on governments to provide better basic skills education, it is suggested that two emerging forces can help to provide a sound basis for the introduction of new technologies into education--inexpensive information processing power, especially computers; and the growing field of cognitive science that can rigorously study, understand, and improve the educational process. Each of the four basic skills is examined in the context of: (1) current instruction; (2) existing information technologies; (3) promising areas of research and prototype development; and (4) the implications of the new technologies. It is recommended that OECD (Organization for Economic Cooperation and Development) member nations encourage course demonstration and development; reexamine the basic skills curriculum in light of changes brought about by new information technologies; cooperate with other countries to develop software that is both effective and affordable; and encourage research in the cognitive and instructional sciences. The text is supplemented with various figures, a bibliography is provided at the end of each of the four major sections, and a glossary is included. (EW)

"A Plume book."

"A Plume book."

"A Plume book."