Reflective Writing: Developing Patterns for Thinking about Learning in Science

Autor/inn/en	McDonald, James; Dominquez, Lynn
Titel	Reflective Writing: Developing Patterns for Thinking about Learning in Science
Quelle	In: Science Teacher, 76 (2009) 3, S.46-49 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Multiple Choice Tests; Memorization; Critical Thinking; Science Teachers; Science Instruction; Thinking Skills; Student Attitudes; Writing Instruction; Writing (Composition); National Standards + Suchen Sie Ihr Suchwort? Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Gedächtnistraining; Kritisches Denken; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Denkfähigkeit; Schülerverhalten; Schreibunterricht; Schreibübung
Abstract	Your students successfully completed a lab session, correctly filled in all of the worksheets, and collected the required data. Yet, as a science teacher, you still find yourself wondering--what did my students actually learn? And, can they apply that learning to what is going on in their everyday lives? The process of critical thinking and knowledge application requires more than rote memorization and the ability to get answers correct on lab reports or multiple-choice tests. Purposeful, guided reflection may be an opportunity to gain insight into what students are thinking and learning in relation to science content. This article describes how to use guided reflective writing in the science classroom to provide a window into students' minds. (Contains 2 figures.) (As Provided).
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	2017/4/10