Abstract
The purpose of this research paper is to detail how reflective journal writing can be used to facilitate science students’ curiosity and engagement in laboratory work. This study advocates reflective journal writing as an instructional tool and a student-created learning resource that can serve additional formative assessment purposes. The researchers tracked a single teacher and his class over a period of five weeks and documented the changes that occurred when reflective journal writing was used to supplement the teaching and learning of specific curriculum items (the usage of scientific equipment and the particulate nature of matter). Findings presented show that the number and quality of students’ questions rose over time. While the number of research studies carried out with inquiry as the focus is plentiful, this paper outlines a generative strategy to enhance questioning which constitutes the essential first step in any inquiry process for any particular science content area.
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