Assessing the quality of undergraduate education students' writing about learning and teaching science

Abstract

A pilot study provided insight into difficulties experienced by 143 Yr. 2 B.Ed. students in Scotland, writing in a science education context. In studying writing, an ‘academic literacies’ approach was adopted, focusing on social aspects in addition to identifying flaws. In over 20% of assignments, tutors' assessments identified a need to structure or sequence content. In 15%, a lack of explanation and expansion of ideas was noted. Detailed examination, of a 15% sample of scripts, showed approximately half with errors in punctuation, sentence structure or word use, tending to obscure the intended meaning. A questionnaire, completed by 70% of the student cohort, indicated that the assessed task had been perceived as authentic. 25% of that sample reported finding writing about science more difficult than for other subjects. It is argued that development of writing about science is important for future teachers and must become a stronger part of an overall, inter‐disciplinary, course approach.