| dc.description.abstract | The goal of this curriculum design was to improve the effectiveness of incorporating science writing into the curriculum using integrated science notebooks (ISNs). The purpose of applying reflective science writing in the classroom was to improve general writing skills and organization, to help students identifying patterns, to serve as a record of science understanding, and to give students an opportunity to practice and improve problem solving skills. Interactive science notebooks were used to allow concepts to be connected throughout the year through reflecting on questions, building upon academic vocabulary, concept mapping, and referencing. In addition, modeling how scientists problem solve refined their skills in experimentation.
Physics and Earth Science students were presented with the interactive science notebooks (ISNs) the first week of school and they used them throughout the year to record labs and activities, take Cornell notes, record starter/reflection questions, and use the notebooks as a reference. The intention was to search for a correlation between student performance and science comprehension because of ISN use.
Quantitative data on academic improvements were not collected during the introduction and usage of the ISN, however students generally were able to identify connections in their learning to an organized record of scaffolded higher learning opportunities as well as in reflective surveys and writing prompts. | en |
