NDLI: Teachers' Use of Science Notebooks to Assess Understanding of Science Concepts

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Teachers' Use of Science Notebooks to Assess Understanding of Science Concepts

Content Provider	Scilit
Author	Morrison, Judith A.
Copyright Year	2020
Description	Over recent years, many standards-based curricula (i.e., STC, FOSS) have begun recommending the use of science notebooks as a strategy for elementary teachers to use in developing students' science understanding. Research (Glynn & Muth, 1994; Hand, Prain, & Yore, 2001; Rivard, 1994) has shown that writing-to-learn in science has enhanced students' learning when teachers attend to curricular goals, learners' metacognitive knowledge, and the instructional environment. Therefore, if students are encouraged to communicate their understanding of concepts in science notebook writings, these notebooks can be an effective strategy to help students learn science (Audet, Hickman, & Dobrynina, 1996; Fellows, 1994; Shepardson & Britsch, 1997). Science notebooks also allow teachers to “assess students' understanding and provide the feedback students need for improving their performance” (Ruiz-Primo, Li, & Shavelson, 2002, p. 24). Book Name: Interdisciplinary Language Arts and Science Instruction in Elementary Classrooms: Applying Research to Practice
Related Links	https://content.taylorfrancis.com/books/download?dac=C2007-0-06500-4&isbn=9781003064497&doi=10.1201/9781003064497-6&format=pdf
Ending Page	59
Page Count	11
Starting Page	49
DOI	10.1201/9781003064497-6
Language	English
Publisher	Informa UK Limited
Publisher Date	2020-07-29
Access Restriction	Open
Subject Keyword	Book Name: Interdisciplinary Language Arts and Science Instruction in Elementary Classrooms: Applying Research To Practice History and Philosophy of Science Teachers Students Writings Learn Science Science Concepts Science Understanding Science Notebooks
Content Type	Text
Resource Type	Chapter

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