Using a Science Writing Heuristic to Promote Learning from Laboratory

Abstract

In 1997, Hand and Wallace (formerly Keys) created a tool for enhancing learning from laboratory activities through writing to learn. The tool, called the Science Writing Heuristic (SWH, see Figure 1), consists of both activities and metacognitive support to promote reasoning about laboratory data and concepts. Similar to Gowin’s Vee heuristic, the SWH provides learners a template for thinking, doing, and writing. In addition, the SWH provides teachers a template of suggested activities to support the hands-on portion of labs. As a whole, the activities and metacognitive scaffolds are aimed at generating authentic meaning making on the part of the learner. The negotiation of meaning occurs across multiple formats for talk and writing. The teacher template includes eight possible activities surrounding a laboratory: (a) exploring pre-instruction ideas through concept mapping; (b) engaging in pre-laboratory writing activities, such as brainstorming, free writing or posing questions; (c) participation in the laboratory activity; (d) writing personal meanings for the laboratory activity, such as journal writing; (e) sharing personal interpretations of the data with peers in small groups; (f) comparing laboratory data with relevant ideas in printed resources, such as the textbook; (g) engaging in individual reflection and composing a product for public viewing, such as a laboratory report, newspaper article or PowerPoint presentation; and (h) engaging in post instruction concept mapping.