The Impact of a New Instructional Model on Middle School Science Writing

• In Event: Issues of Literacy and Science

Abstract

An argument focused instructional model was implemented for an entire year in two middle school science classrooms, life science and physical science. The model incorporates a significant amount of writing as compared to traditional laboratory activities. The students were assessed at three points (pre, mid, post) during the year using a scientific writing assessment designed for this research project. The assessments were scored by teams of researchers using specially designed rubrics. The scoring teams obtained substantial reliability in their scoring. The results indicate that middle school science students who experienced this year of innovative instruction significantly increased their scientific writing proficiency.

Authors

• Patrick James Enderle, Florida State University

• Victor Dale Sampson, Florida State University

• Hope Campbell, Florida State University Schools