PERC 2013 Abstract Detail Page
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| 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 |
Author/Organizer Information | |
| Primary Contact: |
Kim Jaxon California State University, Chico 400 West First Street Chico, CA 95929-0830 Phone: 5308986468 |
| Co-Author(s) and Co-Presenter(s) |
Leslie J. Atkins, CSU, Chico |
Contributed Poster | |
| Contributed Poster: | Download the Contributed Poster |
