PERC 2013 Abstract Detail Page
|Abstract Title:||Composing Scientific Inquiry|
|Abstract:||Faculty from science education and faculty from English (Composition & Literacy) collaborate in an upper-division science class for future teachers. We use a range of practices to support students' engagement with science writing. We pay particular attention to multimodal composing--informal science notebooks, diagrams on whiteboards, images shared on Tumblr--to model and reflect the composing practices of scientists.
We offer evidence that 1) students engage in a rich, iterative process of constructing, critiquing and refining models and terminology in ways characteristic of scientific practice, and 2) students' multimodal compositions play a central role in the construction of these models. Of particular importance are structures that allow, and encourage, the use of student's own language for composing (Sommers, 1982; Brannon & Knoblauch, 1982; Straub, 1996). Without the rigid, and often template-driven, lab report as a model, students make meaning in ways that resemble the "real" work of scientists.
|Abstract Type:||Contributed Poster Presentation
California State University, Chico
400 West First Street
Chico, CA 95929-0830
|Leslie J. Atkins, CSU, Chico|
|Contributed Poster:||Download the Contributed Poster|