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Showing 1 to 15 of 35 results Save | Export
Barry, Dana M. – 1999
This paper presents ideas for and examples of using poetry to teach science at the middle school and high school levels. These poems can be used to teach science lessons because they contain science terms. Students will learn science while defining and discussing these terms and realize that science relates to everything. The poems are "A Snow…
Descriptors: Creative Writing, High Schools, Integrated Activities, Middle Schools
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Moore, Randy – Journal of College Science Teaching, 1994
Discusses the problems associated with poor writing skills among students, means of addressing these problems, and tips for teachers who are considering using writing in their courses. (ZWH)
Descriptors: Biology, College Science, Higher Education, Integrated Activities
Kepler, Lynne – Instructor, 1998
Describes how to use journal writing in elementary science classes. Writing lets children communicate observations and ideas while reinforcing understanding of key science concepts. Journal ideas include using notebooks to respond to teacher prompts or write about what students are studying; sharing a classroom science journal; and keeping a…
Descriptors: Elementary Education, Elementary School Science, Journal Writing, Science Instruction
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Sturgiss, James – Australian Science Teachers Journal, 1994
Writing can be seen as a tool to be manipulated by students to access, construct, and evaluate knowledge. Many students will finish six years of high school science education quite ill-equipped for the literacy demands of college. This paper highlights a genre approach to language adopted by a literacy program. (20 references) (Author/MKR)
Descriptors: Demonstration Programs, Literacy, Science Education, Science Instruction
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Burns, Roxanne H. – American Biology Teacher, 1994
Describes an effort to provide students in an introductory human anatomy course with an experience that both allows them to be creative with the facts they are learning and to be supported throughout the writing process. (ZWH)
Descriptors: Biological Sciences, Creative Writing, Higher Education, Integrated Activities
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Ogens, Eva M. – Science Scope, 1996
Describes the use of journal writing in science classes. Uses excerpts from student journals to highlight the role of journal writing in allowing students to discover ideas for themselves and use language to piece them together, determining the level of understanding of concepts taught, and identifying exactly what areas need more clarification.…
Descriptors: Critical Thinking, Journal Writing, Junior High Schools, Middle Schools
Worsley, Dale; Mayer, Bernadette – 1989
Aimed at secondary school science and English teachers, this book presents practical advice for developing good student writing in science and mathematics. Five main sections cover: (1) an essay development workshop; (2) 47 specific writing assignments; (3) over 30 questions teachers ask about science writing, and the answers; (4) an anthology of…
Descriptors: Annotated Bibliographies, Anthologies, Mathematics, Science Instruction
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Lock, Roger – Australian Science Teachers Journal, 1994
A number of less-usual approaches to work in biology education are discussed and illustrated. The approaches include a range of nontraditional writing activities, drawing, and model making. A rationale for such work is given and criticism leveled at these activities reviewed. Examples are drawn from the work of pupils aged 11 to 16 years.…
Descriptors: Art, Nontraditional Education, Science Activities, Science Education
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Moore, Randy – Bioscience, 1994
Provides insights on the causes of the poor writing skills of many students. Also included are suggestions for improving students' abilities to write. (ZWH)
Descriptors: Biology, Elementary Secondary Education, Higher Education, Integrated Activities
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Warner, Janice; Wallace, John – Australian Science Teachers Journal, 1994
Examined the potential of creative writing in (n=32) students' science learning. Analysis of children's stories and conversations in a Year 5/6 integrated studies setting revealed a number of themes around the processes of learning and using science and language. (19 references) (Author/MKR)
Descriptors: Creative Writing, Foreign Countries, Language Role, Science Education
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Moore, Randy – Journal of College Science Teaching, 1993
Describes a writing-across-the-curriculum course and its application to science courses. Shows how different kinds of writing instruction affect students' learning as well as students' attitudes, understandings, and approach to "writing to learn." (PR)
Descriptors: Biology, College Science, Higher Education, Science Activities
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Cothron, Julia H.; And Others – American Biology Teacher, 1989
Offers suggestions for structuring the writing of paragraphs about data tables and conclusions. States that data tables usually contain: the central or most typical value and the variation or spread within the data. Provides steps for writing a paragraph and an evaluation of effectiveness. (RT)
Descriptors: Content Area Writing, Experiential Learning, Interdisciplinary Approach, Science Activities
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Hoofman, Judy – Science and Children, 1994
Although many students complain that the research-and-write about a favorite scientist is boring, a sixth-grade teacher offers successful alternatives. Through creative writing and hands-on activities, this assignment is made meaningful and fun for students. Excerpts from completed projects and evaluation tips are presented throughout the article.…
Descriptors: Elementary Education, Learning Activities, Middle Schools, Science Activities
Wills, Howard – 1993
Writing activities can be used to cultivate students' enthusiasm for learning. This book shows teachers how to introduce their students to the benefits of writing in a variety of subjects including math, language arts, science, social studies, and art. Each chapter in the book includes an observation that allows readers to enter a classroom and…
Descriptors: Art Education, Journal Writing, Letters (Correspondence), Mathematics Instruction
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Trombulak, Steve; Sheldon, Sallie – Journal of College Science Teaching, 1989
Describes a study in which students were required to write for five minutes after class on topics that interested them during the lecture. Reports a significant effect on achievement in a vertebrate biology class. Notes that no difference in attitude was found. (MVL)
Descriptors: Biological Sciences, College Science, Content Area Writing, Journal Writing
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