There are a plethora of opportunities for pupils to write across the curriculum. Each academic discipline may well provide chances for pupils to develop skill in writing, science being no exception. The science teacher needs to develop pupil knowledge in science as well as using the contents in written work. Learning to write and writing to learn…

Using "Science News" as a teaching tool promotes writing about science, talking about science, and broadening students' views about what science is. This article describes an ongoing assignment in which students choose one article from "Science News" each week and write a brief summary and explanation of why they picked that article. (Contains 1…

Discusses the four critical characteristics of a teaching style which offers hands-on science experiences in the outdoors that lead to writing activities. Provides examples from the Alaska Writing Program which is modeled after the Bay Area Writing Project. (MG)

Discusses the personal science journal as an educational tool able to provide teachers with a means of assessment, and students with an opportunity to synthesize the awareness of being ecologically conscious with knowledge of the environment. (WRM)

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.…

Examines uses of evidence in university students' writing of scientific argument in an introductory-level oceanography course. Provides students with an interactive CD-ROM entitled 'Our Dynamic Planet' to write a scientific technical paper. Discusses ways of teaching students the construction of argument in scientific writing. (KHR)

Describes ways to increase students' writing and communication skills in high school chemistry and physics classes: term papers in chemistry, shorter papers on fascinating physics questions, and oral presentation of the results. (SR)

Discusses preliminary research on a new heuristic tool for learning from laboratory activities in secondary science. Finds that use of the science writing heuristic facilitated students in generating meaning from data; making connections among procedures, data, evidence, and claims; and engaging in metacognition. (Contains 29 references.)…

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)

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.…

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)

Making books is a creative and enjoyable way to integrate science with other subjects, to extend learning, and to make science relevant to children's lives. Presents successful book-making techniques and procedures. (PR)

Described is an assignment in which students read and write reviews of four journal articles chosen from preselected biology topics. Suggestions to help achieve maximal effectiveness are included. Directions for grading the review articles are provided. Discussed is how this assignment can help students develop more sophisticated writing skills.…

Recounts how a fifth-grade class applied the extended case study strategy to study a regional environmental issue, the Timber Wolf Recovery Plan. Students wrote essays; identified involved players' positions, beliefs, and values; conducted a survey of local residents' beliefs and attitudes; and devised a plan of action. (MDH)

Proposes having students write about what they learned from science films as a method of evaluating the effectiveness of the film. Supplies examples of students' writing on films and techniques for exploiting the results. (MDH)