The Impact of Summary Writing and Annotation Routines on Student Science Learning

• In Event: Learning Environments Inside and Outside the Science Classroom

Abstract

This paper examines the impact of summary writing and annotation routines on student science learning in a summer credit recovery program. The students enrolled in the course were predominately NESB (Non-English Student Background) learners. The students previously failed Introductory Biology. We employed a step-wise multiple regression analysis to explore relationships between Summary and Annotation measures, and student achievement. Annotating for main ideas; annotating supporting evidence, and the number of words students produced in their summaries was correlated with achievement outcomes. Annotating supporting evidence was the only significant predictor of achievement. The regression analysis offers support for the conjecture that identifying and isolating supporting scientific evidence is related to students’ ability to acquire science knowledge in a credit recovery program context.

Authors

• Benny Cooper, University of California - Los Angeles

• Kimberley Gomez, University of California - Los Angeles

• Maritza Lozano, University of California - Los Angeles

• Louis M. Gomez, University of California - Los Angeles