Science Writing Heuristic Approach Research Articles

Longitudinal study examining immersing students with IEPs in argument-based inquiry to improve the learning of science

ABSTRACT The purpose of this study was to examine the long-term effect of the Science Writing Heuristic (SWH) approach, an argument-based inquiry approach, on the science achievement growth of students with and without Individualised Educational Programmes (IEPs). Through a longitudinal study design students were divided into control (no or less than one-year of SWH experience) and treatment (at least one-year of SWH experience) groups. A polynomial growth mixed modelling was used to analyse a longitudinal data set collected from elementary (grade 4) to high school (grade 11) – utilising Iowa Assessment Test data. Two major outcomes emerged: younger students in the SWH approach had better achievement growth, and years of experience with the SWH approach resulted in a differential impact on science achievement for students with and without IEPs. The findings are consistent with previous studies on the importance of early intervention for students with disabilities in inclusive education settings.

The effects of science inquiry on engagement for elementary students with disabilities

AbstractStudents with disabilities (SWD) have consistently been excluded in science in science classrooms. As inquiry‐based instruction is the preferred method of science instruction, finding the best ways to teach using inquiry as an inclusive methodology is essential. The Science Writing Heuristic (SWH) is an argument‐based inquiry approach that has shown to be successful for SWD. The current study examines the efficacy of the SWH in inclusive elementary classrooms for SWD, specifically focusing on engagement. We introduce a theoretical framework for engagement for SWD across instructional needs. Additionally, the study analyzes behavioral observation data on engagement to evaluate the efficacy of the SWH for SWD. Randomly selected classrooms in treatment and control conditions across four rural midwestern schools participated in the current study. Teachers in the treatment group were trained in using the SWH approach for science instruction and compared to teachers in a control group who taught science using the district‐approved curriculum and methods. Mean scores were compared between SWD in SWH classrooms and their peers without disabilities and SWD in control classrooms. Multiple statistical and effect size analyses were conducted. Findings suggest that the SWH is an effective instructional approach that supports SWD in classroom engagement.

Examining the link between oral and written reasoning within a generative learning environment: the impact of the Science Writing Heuristic approach

ABSTRACT This study aims to investigate the relationship between written and oral reasoning in an undergraduate chemistry laboratory course as part of an argument-based inquiry approach, which is also a generative learning environment, known as the Science Writing Heuristic (SWH). The study employed the data-transformation variant of convergent design of mixed-method research. Data sources included 180 laboratory reports from nine Pre-service Science Teachers (PSTs) and 20 video recordings across two semesters. Using Walton’s argument schemes, PSTs’ development, utilisation and correlation of written and oral reasoning and an argument cycle of premise-justification-conclusion were examined. A Friedman test and a Spearman-Brown correlation were conducted for statistical analysis. The results revealed that there is a positive correlation between written and oral reasoning. While the quality of PSTs’ written reasoning significantly increased from the first time phase to the following time phases, this pattern was not observed in oral reasoning. An argument cycle of premise-justification-conclusion occurred in each phase of oral arguments. However, this cycle did not occur in every facet of the SWH process across all time phases in written arguments. The study suggests that pre-service science teachers should be provided with learning environments that will allow them to make external evaluations and engage in talking, reading and writing activities for learning purposes.

SCIENCE WRITING HEURISTIC: TO ENHANCE STUDENTS' COMMUNICATION AND RESEARCH SKILL

The 21st century paradigm requires humans to develop various skills, including communication skills and research skills. In the context of learning activities, the importance of mastering communication skills is that students can express their thoughts, ideas, knowledge, or new information in the form of verbal and non-verbal. The importance of developing research skills is that research activities can stimulate critical thinking and problem solving skills. The purpose of this study was to improve written communication skills and research skills of prospective teacher students at STKIP Bina Mutiara Sukabumi by implementing the Science Writing Heuristic (SWH) approach. This study used a pre-experimental method with a single group pre-test post-test design. The research instrument used was a subjective test in form of essay consisted of 14 items, with details of 4 items derived from indicators of written communication skills and 10 items derived from indicators of research skills. The sample of this research was 15 students of STKIP Bina Mutiara Sukabumi. The results showed that students' written communication skills and research skills improved by using the SWH approach. The results of the t-test conducted were 0.00 < α = 0.05, indicating that the SWH approach had a significant effect on students' written communication skills and research skills. The gain test results obtained an n-gain value of 0.456 for written communication skills and 0.501 for research skills which indicated that the increase in both skills was in the "medium" category.

Using the Science Writing Heuristic to Improve Critical Thinking Skills for Fifth Grade Black Girls

Critical thinking skills are invaluable for the process of asking reasonable questions and making rational decisions. Science classrooms are an excellent place to develop critical thinking skills for all students. Unfortunately, Black girls are often left out from opportunities to be in good science classrooms and/or exposed to effective science instruction. This marginalization diminishes their access to critical thinking skill development. Because Black girls, for a variety of reasons are not participating in science education they are missing the opportunity to develop, exercise and enhance their critical thinking skills. One approach that has shown promising effectiveness in developing critical thinking skills is the Science Writing Heuristic (SWH). The SWH approach helps students develop skills in the process of asking questions, making claims, and providing evidence through argument-based inquiry. The current study examines the impact of the SWH on critical thinking skills growth of 5th grade Black girls in a midwestern state. Results suggest practical implications for using the SWH to develop critical thinking skills for Black girls over the course of a school year. Statistical significance was found within the treatment group in two to subtest of the critical thinking measure when comparing pre- and post-test results. Practical analysis via effect size statistics is also discussed.

Implementation of the Model-Based Science Writing Heuristic Approach in Elementary School Science

Implementation of the Model-Based Science Writing Heuristic Approach in Elementary School Science

Does a Knowledge Generation Approach to Learning Benefit Students? A Systematic Review of Research on the Science Writing Heuristic Approach

The shifting emphases of new national curricula have placed more attention on knowledge generation approaches to learning. Such approaches are centered on the fundamental sense of generative learning where practices and tools for learning become the focus of the learning environment, rather than on the products of learning. This paper, building on from the previous review by Fiorella and Mayer (2015, 2016), focuses on a systematic review of doctoral and master theses of a knowledge generation approach to the learning of science called the science writing heuristic (SWH) approach. The outcomes of examining 81 theses show that students regardless of grade levels and cultural settings were significantly advantage in terms of content knowledge, critical thinking growth, and representational competency. The results also indicate that time in terms of engagement with the approach is critical for achieving student outcomes and for teachers to develop expertise with the approach. Questioning was also noted as being critical. Implications arising from the study are centered on the development and use of writing, the need for interactive dialogical environments, and the importance of questioning as critical elements for success.

Supporting student agency in science

ABSTRACTScience education reforms seek to increase student inquiry, peer collaboration, and making student thinking visible in order to better support science learning. Yet each of these ingredients assumes that students will choose to actively participate in various classroom activities. This article highlights key considerations to support agency – or more specifically authorship of knowledge – in science classrooms. We draw on studies that examine factors influencing students’ cooperation to argue that consideration of benefit of student action relative to the cost of student action is central to supporting agency. The benefit to cost is influenced by a multitude of pedagogical decisions and classroom characteristics. Thus, we subsequently leverage what we have learned from nearly two decades of research on the Science Writing Heuristic approach to examine classroom characteristics that are central to increasing benefit and thus supporting student authorship/agency. The article concludes with suggestions for how to integrate these ideas into the classroom.

The implementation of problem based learning model with the science writing heuristic approach to increase mastery of concept and critical thinking skill at junior high school student on simple machine

This research aims to know the increase mastery of concept and critical thinking skill through problem based learning model with a science writing heuristic approach on simple machine. Methods of this research using pre-experimental with one group pre-test - post-test design. The subject of this research is student grade VIII at one of Junior High School in Bandung. Instrument that used for this research is a test form of mastery of concept and critical thinking skill. Improvement mastery of the concept and critical thinking skill is measured by the normalized gain. The result shows an average gain of N-gain the mastery of concept is 0.59 with fair category. And the critical thinking skill is 0.63 with fair category. The response of students to the implementation of problem-based learning models with the Science Writing Heuristic approach shows that almost all students gave positive responses. Thus, the increase of mastery of concept and critical thinking skill and at students on the simple machine through the implementation of problem based learning model with the approach science writing heuristic has improved. Student responses to the learning model that is implemented positively.

May I Have Your Attention: An Analysis of Teacher Responses During A Multi-Year Professional Learning Program

ABSTRACTReform documents like the Next Generation Science Standards call for the integration of science practices and content. One such framework that leverages science practices to support learning of content and practices is the Science Writing Heuristic (SWH). This study examined where 33 teachers focused their attention over the course of a 3-year professional development project centered around the SWH approach. Results indicate that teachers tend to focus on broad proxies for learning such as student behavior, ownership, and engagement. Participants also focused heavily on curriculum and planning. Despite having a professional learning experience that emphasized student learning, far less attention was paid to student thinking. Implications for research and science teacher educators are discussed.

The use of argument based science inquiry learning model by using science writing heuristic approach to build students argument ability in environmental pollution theme

Given the importance of the ability to argue for students in Natural Science learning, it was necessary to find a solution, which is a method and learning approaches that are expected to develop students’ argumentation. One of the methods that could be apply was the Argument Based Science Inquiry (ABSI) learning model with Science Writing Heuristic (SWH) approach. The object of this study was learning natural science by using webbed-based with the theme of environmental pollution. This study aims to obtain a description of students’ argument ability in SMPN 1 Malingping. This research was the Quasi Experimental research with Non Equivalent Pre-test Post-test Design type. The subject involved of students’ class VII in SMPN 1 Malingping. Experimental class and control class were_given the same test, they were pre-test and post-test. The results showed that the N gain score of students’ argument ability in the experimental class was 0.40. While the value of N gain students’ argument ability in the control, class is 0.25. The researcher recommended that this research should be done in schools that have excellent classes and regular classes in order to make comparisons clear.

Improving critical thinking growth for disadvantaged groups within elementary school science: A randomized controlled trial using the Science Writing Heuristic approach

AbstractIn a cluster‐randomized study, we investigate the impact of an argument‐based approach to teaching science in elementary school on science learning and critical thinking skills. Forty‐eight schools participated in the study, with data on 9,963 students across the 2 years of the intervention. Annual standardized tests assessing science content knowledge were used to evaluate the effect of the intervention on science using a hierarchical linear model. To assess critical thinking abilities, scores for the Cornell Critical Thinking instrument were assessed for the 2,353 students in fifth grade using a multilevel model. While no statistically significant gains were found for science content, there was statistically significant evidence that the intervention was associated with an improvement in critical thinking scores (p < .05, ES = 0.167). In particular, the strongest gains were for students in the following groups: individual education plan, free and reduced price lunch, and English language learners.

Effects of the Science Writing Heuristic Approach on the Quality of Prospective Science Teachers’ Argumentative Writing and Their Understanding of Scientific Argumentation

This study investigates the effect of the science writing heuristic (SWH) approach on the quality of prospective science teachers’ (PSTs) argumentative writing and their understanding of the components of argumentation in the SWH approach and their own learning. Ten SWH approach activities were implemented during the semester. The study was carried out with 31 PSTs. A case study design was used. Data included the SWH approach’s grading rubric and semistructured interviews. While the ANOVA and Bonferroni tests were used to analyze the SWH approach’s grading rubric, content analysis was used to analyze the semistructured interviews conducted with 12 PSTs. The ANOVA results showed a statistical difference among the writing performance of the PSTs (F = 14.493, p < 0.01). The findings gathered from the interviews revealed that the quality of the argumentative writing and research skills of the PSTs increased over time. The PSTs made explicit associations among their beginning questions, data and observations, and claims and evidence, and they made distinctions between their data, observations, and evidence. Multiple representations played an important role in providing evidence to support claims. Moreover, the process of negotiation helped PSTs learn more effectively, and they believed that the argument-based inquiry lab was beneficial to their learning and their future vocational careers as teachers.

Developing critical thinking skills using the Science Writing Heuristic in the chemistry laboratory

The Science Writing Heuristic (SWH) laboratory approach is a teaching and learning tool which combines writing, inquiry, collaboration and reflection, and provides scaffolding for the development of critical thinking skills. In this study, the California Critical Thinking Skills Test (CCTST) was used to measure the critical thinking skills of first year general chemistry students who were instructed using the SWH approach and first year general chemistry students who received traditional (TRAD) laboratory instruction A quasi experimental pretest–posttest design involving the use of matched groups was used to assess differences in critical thinking between the two groups. Students in the SWH group had significantly higher total critical thinking scores over their traditional counterparts. The results indicate that the SWH approach shows efficacy in improving students' critical thinking skills over the traditional approach.

Negotiation, embeddedness, and non-threatening learning environments as themes of science and language convergence for English language learners

In this review, we explore the notion of teaching science to English language learners (ELLs) as a balancing act between simultaneously focusing on language and content development, on the one hand, and between structuring instruction and focusing on student learning processes, on the other hand. This exploration is conducted through the lens of a theoretical framework embedded in the Science Writing Heuristic approach, an approach exemplifying immersive orientation to argument-based inquiry. Three learning processes (learning through the language of science, learning about the language of science and living the language of science) and three classroom structures (collective zone of proximal development, symmetric power and trust relationships and teacher as decision-maker) are explored in relation to learning theories and empirical findings from second language acquisition and science, multicultural and teacher education bodies of work. Three themes – negotiation, embeddedness and non-threatening learning environments – to inform ELL science education emerged from the review.

Impact of Guided-Inquiry-Based Instruction with a Writing and Reflection Emphasis on Chemistry Students’ Critical Thinking Abilities

The Science Writing Heuristic (SWH) laboratory instruction approach has been used successfully over a decade to engage students in laboratory activities. SWH-based instruction emphasizes knowledge construction through individual writing and reflection, and collaborative learning as a group. In the SWH approach, writing is a core component of learning. Previous studies on the SWH approach have reported effective implementation of the SWH approach leads to an improvement in overall student academic performance and content knowledge. Using a rubric developed by Maria Oliver-Hoyo, we compared the critical thinking (CT) skills of students across three groups, based on their written laboratory reports for various traits of CT, and the cognitive skills embedded in the rubric. Participants in this study were first-year general chemistry students who received traditional laboratory instruction, first-year general chemistry students who were instructed using the SWH approach, and fourth-year chemistry students who ...

SUCCESS, DIFFICULTY, AND INSTRUCTIONAL STRATEGY TO ENACT AN ARGUMENT-BASED INQUIRY APPROACH: EXPERIENCES OF ELEMENTARY TEACHERS

This study aimed to investigate the successes and difficulties that teachers perceived as they enacted an argument-based inquiry approach; and instructional strategies that teachers used within an argument-based inquiry approach. Nineteen elementary teachers from 14 Midwestern elementary schools were enrolled in an intensive 2-week professional development program along with 2 follow-up workshops focusing on an argument-based inquiry approach, i.e., the Science Writing Heuristic (SWH) approach. The teachers implemented at least 1 lesson using the SWH approach during the first semester after the 2-week professional development program and a series of lessons for a unit during the second semester. Data collection consisted of teachers’ written reflection supplemented by their lesson plans. Data analyses indicated that most teachers viewed students’ authentic learning and engagement as the benefits of the argument-based inquiry approach. A majority of the teachers also mentioned students’ lack of decision making ability and difficulty of writing their thoughts. Class discussions, scaffolding, and modeling argumentation were used by the participant teachers as instructional strategies as ways to embrace the argument-based inquiry approach in their science classrooms.

Using the Science Writing Heuristic to Improve Undergraduate Writing in Biology

Our objective was to investigate the impact of the Science Writing Heuristic (SWH) on undergraduates’ ability to express logical conclusions and include appropriate evidence in formal writing assignments. Students in three laboratory sections were randomly allocated to the SWH treatment (n = 51 students) with another three sections serving as a control (n = 47 students). All sections received an identical formal writing assignment to report results of laboratory activities. Four blinded raters used a 6-point rating scheme to evaluate the quality of students’ writing performance. Raters’ independent scoring agreement was evaluated using Cronbach's α. Paper scores were compared using a t-test, then papers were combined into low-scoring (3.5 of 6 points) or high-scoring (>3.5 of 6 points) sets and SWH and control cohorts were compared using Pearson's chi-square test. Papers from the SWH cohort were significantly (P = 0.02) more likely to receive a high score than those from the control cohort. Overall scores of SWH cohort papers tended to be higher (P = 0.07) than those from the control cohort. Gains in student conceptual understanding elicited by the SWH approach improved student ability to express logical conclusions about their data and include appropriate evidence to support those conclusions in formal research reports. Extending the writing tasks of the SWH to formal writing assignments can improve the ability of undergraduates to argue effectively for their research findings.

Grade 5 Students’ Online Argumentation about Their In-Class Inquiry Investigations

This study examined the extent to which fifth-grade students participate in online argumentation and the argument patterns they produced about the inquiry-based investigations completed using the Science Writing Heuristic approach in their science classes. One hundred twenty-nine students from five classes of two teachers in a Midwestern public school completed two inquiry-based investigation units, one per semester, followed by asynchronous online discussions using the Moodle forum. Among the 129 students, 107 students produced 739 notes in the plant investigation online discussion and 111 students produced 686 notes in the human health investigation online discussion. Results indicate that students were actively engaged in the online discussions about inquiry investigations with comments being focused on providing more evidence and backing for claims and negotiating evidence in both investigations. The students also engaged in challenging and querying the test procedures and reference sources as the basis for evidence. Implications are discussed for science teaching and learning and further study on argument-based inquiry in online environments.

중학생의 성취 수준에 따른 탐구적 과학 글쓰기(Science Writing Heuristic) 수업의 효과

본 연구는 논의와 글쓰기가 과학 탐구에 접목된 탐구적 과학 글쓰기 수업을 과학 수업 현장에 투입한 후 학생들의 요약 글쓰기, 논리적 사고, 그리고 학업 성취도에 미치는 효과를 알아보고자 하였다. 대도시 소재 여자중학교 2학년 4개 반을 선정하여, 7개 주제에 대하여 실험 집단 2개 반에는 탐구적 과학 글쓰기 수업을, 비교 집단 2개 반에는 교과서 위주의 강의와 안내된 실험 수업을 실시하였다. 학생들의 요약 글쓰기 분석 결과 핵심 개념(big idea) 영역과 과학 개념 설명 영역에서 비교 집단과 실험 집단 사이에 유의미한 차이가 나타났다(p<.05). 학생들의 논리적 사고와 학생들의 학업 성취도에서도 각각 비교 집단과 실험 집단 사이에 유의미한 차이가 나타났다(p<.05). 그리고 학업 성취도에서는 수업 처치와 구획 변인 사이의 상호 작용 효과도 나타났는데(p<.05), 탐구적 과학 글쓰기 수업은 하위 집단에서 유의미한 차이를 보였다(p<.05). 요약 글쓰기에서 논의 과정과 글쓰기 형식에는 유의미한 영향을 미치지 않는 것으로 나왔는데 유의미한 차이가 있다는 선행 연구 결과를 참고할 때, 이 같은 결과의 원인 분석과 이에 대한 연구가 앞으로도 계속되어야 하겠다. The purpose of this study was to investigate the effects of the Science Writing Heuristic (SWH) approach on the students' summary writing, logical thinking and achievements for the course. Participants in this study were 132 female students from a girls' middle school. The SWH approach was used for two experimental classes and the typical teacher-centered instructional approach was used for two comparative classes. Summary writing test, logical thinking test (GALT) and achievement test for the course were administered before and after the instruction period. Results of this study indicated that the SWH approach was helpful for students in finding big ideas, understanding science concepts, developing logical thinking abilities and doing well in the course. This study also implied that the SWH approach was effective for the low achieving students.