“She's Not Going to Tell You What to Ask”: Three Strategies for Writing in Science

2019 ◽  
Vol 73 (3) ◽  
pp. 367-373
Author(s):  
Catherine Lammert ◽  
Emily Riordan
Keyword(s):  
Writing In Science

scholarly journals Writing in Science

2020 ◽  
Vol 10 (4) ◽  
pp. 128
Author(s):  
Ana Isabel Santos ◽  
Carlos Miguel Ferreira ◽  
Sandro Serpa
Keyword(s):  
Social Sciences ◽  
Scientific Knowledge ◽  
Scientific Publication ◽  
Scientific Area ◽  
Academic Scientist ◽  
Writing In Science ◽  
Current Context ◽  
And Control

Scientific knowledge entails rigour and control, both as a process of creating a reasoned view of reality and also as the product of results that shape the dissemination of science. The publication is critical for the development of science and the career of the academic/scientist. This article discusses some aspects of writing in science, in a stance that starts from the authors’ scientific area – Sociology/Social Sciences –, using the scientific publication in specialized journals as a paradigmatic case. The results allow concluding that writing in science does not provide the indication of principles to be pursued and that it is shaped as more than rigid self-sufficient rules for the production of a scientific-type text. This topic is particularly relevant in the current context, in which the process of scientific publication is undergoing a profound reformulation.

Use of Cognitive Apprenticeship Models of Instruction to Support Middle School Students’ Construction and Critique of Written Scientific Explanations and Arguments

2021 ◽  
Vol 26 (1) ◽  
Author(s):  
Daniel Levin ◽  
Susan De La Paz ◽  
Yewon Lee ◽  
Esther Nadal Escola
Keyword(s):  
Middle School ◽  
Secondary Students ◽  
Science Teachers ◽  
English Learners ◽  
Scientific Practices ◽  
School Students ◽  
Struggling Learners ◽  
Cognitive Apprenticeships ◽  
Writing In Science ◽  
Support Students

Writing in science can be challenging for secondary students, particularly for those with learning disabilities, students who are English learners (EL), and students who struggle with literacy due to other cognitive, language-based, or motivational learning difficulties (i.e., at risk or struggling learners). Moreover, science teachers are generally not equipped to support students’ writing in ways that are authentic to science. Despite being described more than 30 years ago, the field lacks information on cognitive apprenticeships that focus on disciplinary literacy, especially in science. In this paper, we take up these challenges and describe two intervention programs with middle school teachers and their students, focusing on the scientific practices of explanation and argumentation. We describe efforts to support students’ written construction and critique of explanations and arguments, and suggest ways that general and special educators can support students’ engagement in scientific practices through writing.

Reconceptualizing Instruction for Writing in Science Using the WiS Co-Planning Tool

2020 ◽  
Vol 52 (4) ◽  
pp. 210-221
Author(s):  
Sally Valentino Drew ◽  
Natalie G. Olinghouse ◽  
Michael Faggella-Luby
Keyword(s):  
Planning Tool ◽  
Writing In Science

scholarly journals Efeitos de sentido sobre transgênicos produzidos a partir da transformação nas condições de produção de leitura

2021 ◽  
Vol 5 (1) ◽  
pp. 176-193
Author(s):  
Alberto Lopo Montalvão Neto ◽  
Elisabeth Barolli
Keyword(s):  
Decision Making ◽  
Undergraduate Students ◽  
Political Issues ◽  
Reading And Writing ◽  
Scientific Controversies ◽  
The Face ◽  
Writing In Science ◽  
Socially Relevant ◽  
Undergraduate Science ◽  
Production Conditions

Resumo: Reflexões relativas à Ciência e à Tecnologia têm se pautado no entorno de questões socialmente relevantes. Assim, além de colocar como fundamental um olhar para as relações entre tais eixos e a Sociedade, no presente trabalho, demonstramos como uma atividade baseada na leitura e na escrita no Ensino de Ciências, que visa autonomia e tomada de decisões, pode gerar outras compreensões por licenciandos em Ciências Biológicas. Analisamos os efeitos de sentido produzidos após ocorrer mudanças nas condições de produção de leitura, por meio do contato desses sujeitos com tipos textuais diversos. Nosso intuito foi compreender como se dão os seus posicionamentos frente as controvérsias científicas, mais especificamente no que se refere aos alimentos transgênicos. Para tal finalidade, analisamos produções textuais dissertativas, e observamos a ocorrência de mudanças nas condições de produção influenciaram a produção de sentidos dos licenciandos de/sobre transgenia, bem como em relação às controvérsias e questões sociopolíticas concernentes.Palavras-chave: CTS; Controvérsias Científicas; Análise de Discurso; Transgênicos. Meaning effects on transgenics produced from transformation in reading production conditions Abstract: Reflections on Science and Technology have been based on socially relevant issues. In addition to placing as crucial a look at the relationships between those axes and the Society, in the present work, we demonstrate how an activity based on reading and writing in Science Teaching, which aims at autonomy and decision making, can generate other understandings by undergraduate science Biological students. We analyze the meaning effects produced after changes in the conditions of reading production, through the contact of these subjects with different textual types. Our aim was to understand how their positions take place in the face of scientific controversies, more specifically with regard to transgenic foods. Analyzing textual dissertation productions, we observed that changes in production conditions influenced the production of senses of the undergraduate students on/about transgenics, as well as in relation to the controversies and socio-political issues involved.Keywords: STS; Scientific Controversies; Discourse Analysis; Transgenics.  

scholarly journals Responsible writing in science

2010 ◽  
pp. 279-281 ◽  
Author(s):  
Lidija Bilic-Zulle
Keyword(s):  
Writing In Science
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