Attitudinal impact of hybridized writing about a socioscientific issue |
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| Authors: | Louisa Tomas Stephen M Ritchie Megan Tones |
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| Institution: | 1. James Cook University, Townsville, Queensland, Australia;2. Queensland University of Technology, Brisbane, Queensland, Australia |
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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. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 48: 878–900, 2011 |
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| Keywords: | attitudes scientific literacy hybridized writing socioscientific issues ecology education writing‐for‐learning |
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