Writing like Scientists

Chris Ohana

I recently dug out my ancient records of my days as a laboratory researcher studying synovial fluid (the fluid inside our joints). My records weren’t pretty. My high school chemistry teacher would cringe. But they worked. Even though they were sloppy with arrows and tables and things crossed out, I could still read them and follow the logic of what I had done. The truth is that scientists keep their records in a variety of ways. They scribble; they draw tables. Some even keep lab books that would make my high school teacher proud.

Scientists write in many ways as they develop and share what they do. It only makes sense that our students do as well. This issue, we present some of your colleagues’ best ideas for using writing to good purpose in science class.

• Student journals in science are often no more than students recording data and perhaps drawing some pictures. “Science Notebook Essentials” (page 24) provides a framework to use student notebooks for making important links to evidence, inferences, and eventually, to the development of important science concepts. This is done simultaneously with the development of literacy skills. This combination of literacy with science has led to powerful results in student achievement in both areas.
• Few teachers feel they have the time to devote to quality science, and often, teachers don’t feel any pressure or support to teach quality science. “Five Good Reasons to Use Science Notebooks” (page 28) shows the impact of a coordinated districtwide decision to incorporate science journals into the curriculum. It not only improved science and literacy skills in students but also showed teachers that their efforts and work are valued.
• One of my favorite “sponge” activities as a teacher was a mystery box. Inside, I would place something we were studying, and students would gradually determine what I had hidden. Students reinforced content while honing their questioning skills. “Mystery Box Writing” (page 33) takes this lesson to the next level by incorporating writing. Even reluctant writers, inspired by the intrigue of the mystery box, eagerly complete a variety of writing tasks based on the box’s contents.
• Often writing in journals is the only science writing that students do. While this is a valuable tool, writing can expand beyond that genre. “Science the ‘Write’ Way” (page 38) provides a variety of options for nonfiction writing in science. In a similar vein, “Ecosystem Journalism” (page 42) shows how students use their knowledge of ecosystems to create a newspaper. Not only did it provide a good assessment, but students were more motivated to write because they generated a real product.
• Sometimes we reserve writing activities for older kids. It is argued that young ones are too new at writing to use it for content. “Learning Logs: Writing to Learn, Reading to Assess” (page 46) shows us that writing is for all ages. First and second graders use authentic forms of writing to reflect on their science experiences. These young students grow in their writing and science as they are asked to explain and justify their answers.

Last year we put together a theme issue on writing to learn science, and it was a fantastically popular issue. Fortunately, we received so many intriguing manuscripts on this topic that we decided to repeat that theme this year. We hope you enjoy this expanded range of writing to learn science.

Chris Ohana

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