Love the Lab, Hate the Lab Report?

Autor/in	Bjorn, Genevive
Titel	Love the Lab, Hate the Lab Report?
Quelle	In: Science Teacher, 85 (2018) 4, S.22-26 (5 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Common Core State Standards; Science Laboratories; Science Instruction; Intervention; Chemistry; Scientific Literacy; Secondary School Students; Secondary School Teachers; Secondary School Science; California (San Diego) + Suchen Sie Ihr Suchwort? Common core curriculum; Curriculum; Kerncurriculum; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Chemie; Sekundarschüler
Abstract	In the author's large, urban high school, enrollment in a laboratory science is mandatory. While the student participation rate for lab activities is over 98%, the turn-in rate for traditional lab reports averages just 35% to 85%. Those students who don't produce a lab report miss a critical opportunity to improve their skills in scientific discourse and literacy, which are central learning goals of the "Next Generation Science Standards" (NGSS Lead States 2013) and "Common Core State Standards" (NGAC and CCSSO 2010). In this article, the author describes a solution she developed to increase completion of lab reports, which includes special considerations for struggling students. This solution enhances core competencies in science discourse and communication addressed in the NGSS and CCSS. (ERIC).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01