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Attitudinal impact of hybridized writing about a socioscientific issue

Tomas, L., Ritchie, S.M. and Tones, M. (2011) Attitudinal impact of hybridized writing about a socioscientific issue. Journal of Research in Science Teaching, 48 (8). pp. 878-900.

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Link to Published Version: http://dx.doi.org/10.1002/tea.20431
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Abstract

The development of scientifically literate citizens remains an important priority of science education; however, growing evidence of students' disenchantment with school science continues to challenge the realization of this aim. This triangulation mixed methods study investigated the learning experiences of 152 9th grade students as they participated in an online science-writing project on the socioscientific issue of biosecurity. Students wrote a series of hybridized scientific narratives, or BioStories, that integrate scientific information about biosecurity with narrative storylines. The students completed an online Likert-style questionnaire, the BioQuiz, which examined selected aspects of their attitudes toward science and science learning, prior to their participation in the project, and upon completion of the writing tasks. Statistical analyses of these results and interview data obtained from participating students suggest that hybridized writing about a socioscientific issue developed more positive attitudes toward science and science learning, particularly in terms of the students' interest and enjoyment. Implications for research and teaching are also discussed.

Publication Type: Journal Article
Publisher: Wiley-Blackwell
Copyright: © 2011 Wiley Periodicals, Inc.
URI: http://researchrepository.murdoch.edu.au/id/eprint/21274
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