RELATED RESEARCH
Shahn, E, & Costello, R.K. (1994). Evidence and interpretation:
Teachers' reflections on writing in an introductory science course.
Unpublished manuscript.
Abstract
The use of writing in an introductory science course intended primarily
as a terminal course for non-science majors is considered in the context
of a discussion of cognitive development. We suggest that, particularly
where students are asked to justify their understanding by referring to
concrete evidence, writing samples are a sensitive indicator of cognitive
position. We demonstrate this with examples of four different types of
writing used in our course: short answer exam questions, exam essays, take-home
essays which may be revised, and informal journal writing. The information
gained from writing assignments can be useful as feedback to an instructor
regarding individual student's assumptions about what can be known in science
and what form this knowledge takes, what individuals and the class as a
whole are prepared to understand, or in what ways particular subject material
is likely to be misunderstood. We conclude that these different probes
can reveal different aspects of development, and that the use of any of
them requires attentive reading by the instructor.