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

• In Event: Investigating Impact of Literacy Interventions

Abstract

An argument focused instructional model was implemented for an entire year in several high school biology and chemistry classrooms. 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 results indicate that middle school science students who experienced this year of innovative instruction significantly increased their scientific writing proficiency.

Authors

• Jonathon Grooms, Florida State University

• Victor Dale Sampson, Florida State University

• Peter Carafano, Florida State University Schools