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Research Studies

Aschbacher, P.R., & Alonzo, A.C. (in press). Examining the utility of elementary science notebooks for formative assessment purposes. Educational Assessment.
Audet, R. H., Hickman, P., & Dobrynina, G. (1996). Learning logs: A classroom practice for enhancing scientific sense making. Journal of Research in Science Teaching, 33, 205-222.
Baxter, G.P., Bass, K.M., & Glaser, R. (2000). An analysis of notebook writing in elementary science classrooms. (Center for the Study of Evaluation Report 533). Los Angeles: National Center for Research on Evaluation, Standards, and Student Testing.
Baxter, G. P., Bass, K. M., & Glasser, R. (2001). Notebook writing in three fifth-grade science classrooms. The Elementary Science Journal, 102 (2), 123-140.
Bereiter, C., & Scardamalia, M. (1993). Surpassing ourselves: An inquiry into the nature and implications of expertise. Peru, IL: Open Court.
Blohm, P.J., & Benton, S.L. (1991). Effect of prewriting interventions on production of elaboration in informative writing. Journal of Research and Development in Education, 24(2), 28-32.
Bransford, J.D., Brown, A.L., & Cocking, R.R. (1999). (Eds.) How People Learn: Brain, Mind, Experience, and School. National Research Council, National Academy Press: Washington, D.C. Retrieved from, http://www.nap.edu/html/howpeople1/ (May 15, 2004).
Driver, R., & Oldham, V. (1986). A constructivist approach to curriculum development in science. Studies in Science Education, 13, 105-122.
Fellows, N. (1994). A window into thinking: Using student writing to understand conceptual change in science learning. Journal of Research in Science Teaching, 31, 985-1001.
Glynn, S. M., & Muth, K. D. (1994). Reading and writing to learn science: Achieving scientific literacy. Journal of Research in Science Teaching, 31 (9), 1057-1073.
Hand, B.M.; Prain, V.; Lawrenc, C.; Yore, L. (1999). A writing in science framework designed to enhance science literacy. International. Journal of Science. Education., 10, 1021-1036.
Hand, B., Prain, V., & Wallace, C. (2002). Influences of writing tasks on students' answers to recall and higher-level test questions. Research in Science Education, 32: 19-34.
Hand, B.M.; Prain,V. (2002).Teachers implementing writing-to-learn strategies in junior secondary science: A case study. Science Education, 86, 737-755.
Hand, B. Wallace, C. & Yang, E. (2004). Using the science writing heuristic to enhance learning outcomes from laboratory activities in seventh grade science: Quantitative and qualitative aspects. International Journal of Science Education, 26, 131-149.
Hand, B., Prain, V., & Yore, L. (2001). Sequential writing tasks' influence on science learning. In: G. Rijlaarsdam (Series Ed.) & P. Tynjala, L Mason, & K. Lonka (Volume Eds.) Studies in Writing, Volume 7, Writing as a Learning Tool: Integrating Theory into Practice, 105-129. Netherlands: Kluwer Academic Publishers.
Hand, B.M. (2004). Cognitive, Constructivist Mechanisms for Learning Science Through Writing. In. C. Wallace; B. Hand; Prain, ( Eds.). Writing and Learning in the Science Classroom. Dordrecth, the Netherlands: Kluwer Academic Publishers.
Hand, B., Hohenshell, L., & Prain, V. (2004). Exploring students' responses to conceptual questions when engaged with planned writing experiences: A study with year 10 science students. Journal of Research in Science Teaching, 41(2), 18-210.
Hewson, P.W., & Hewson, M.G.A. (1984) The role of conceptual conflict in conceptual change and the design of science instruction. Instructional Science, 13, 1-13.
Hewson, P., & Hewson, M. (1988). An appropriate conception of teaching science: A view from studies of science learning. Science Education, 72(5), 597-614.
Hohenshell, L.M. & Hand, B. (2006). Writing-to-learn strategies in secondary school cell biology: a mixed method study. International Journal of Science Education. 28(2-3), 261-289.
Holliday, W. G., Yore, L. D., & Alvermann, D. E. (1994). The reading-science learning-writing connection: Breakthroughs, barriers, and promises. Journal of Research in Science Teaching, 31 (9), 877-893.
Keys, C.W. (2000). Investigating the thinking processes of eighth grade writers during the composition of a scientific laboratory report. Journal of Research in Science Teaching, 37(7), 676-690.
Keys, C. W. (1999). Language as an indicator of meaning generation: An analysis of middle school students' written discourse about scientific investigations. Journal of Research in Science Teaching, 36, 1044-1061.
Keys, C.W., Hand, B., Prain, V., & Collins, S. (1999). Using the science writing heuristic as a tool for learning from laboratory investigations in secondary science. Journal of Research in Science Teaching, 36(10), 1065-1084.
Klein, P. D. (2000). Elementary students' strategies for writing-to-learn in science. Cognition and Instruction, 18(3), 317-348.
Morrison, J. A. (2005). Using science notebooks to promote preservice teachers' understanding of formative assessment. Issues in Teacher Education, 14(1), 5-21.
Needham, R. (1987). Teaching strategies for developing understanding in science. Children's Learning in Science Project, Centre for Studies in Science and Mathematics Education, Leeds, England: The University of Leeds.
Novak, J.D. (1995). Concept mapping: A strategy for organizing knowledge. In S. M. Glynn & R. Duit (Eds.), Learning science in the schools. Mahwah, NJ: Erlbaum.
Novak, J.D., & Gowin, D.B. (1984). Learning how to learn. New York: Cambridge University Press.
Novak, J.D., & Musonda, D. (1991). A twelve-year longitudinal study of science concept learning. American Educational Research Journal, 28(1), 117-153.
Prain, V., & Hand, B.M. (1996). Writing for learning in secondary science: Rethinking practices. Teacher and Teacher Education, 12, 609-626.
Posner, G.J., Strike, K.A., Hewson, P.W., & Gertzog, W.A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211-227.
Quellmalz, E. & Hoskyn, J. (1995). Classroom assessment of reasoning strategies. In Phye, G.D. (Ed.) Handbook of Classroom Assessment: Learning adjustment and achievement. New York: Academic Press.
Rivard, L. P. (1994). A review of writing to learn in science: Implications for practice and research. Journal of Research in Science Teaching, 31 (9), 969-983.
Ruiz-Primo, M. A., Li, M., Ayala, C., Shavelson, R. J. (1999). Student science journals and the evidence they provide: Classroom learning and opportunity to learn. Paper presented at the annual NARST meeting, Boston, MA.
Ruiz-Primo, M. A., Li, M., Shavelson, R. J. (2002). Looking into students' science notebooks: What do teachers do with them? (CSE Technical Report 562). Los Angeles, CA: University of California, Center for the Study of Evaluation. (ED465806).
Ruiz-Primo, M.A., & Li, M. (2004). On the use of students' science notebooks as an assessment tool. Studies in Educational Evaluation, 30, 61-85.
Sandoval, W. A., & Millwood, K. A. (2005). The quality of students' use of evidence in written scientific explanations. Cognition and Instruction, 23(1), 23-55.
Shepardson, D.P. & Britsch, S.J. (2001). The role of children's journals in elementary school science activities. Journal of Research in Science Teaching, 38, 43-69.
Stokes, L., Hirabayashi, J., & Ramage, K. (2003, August). Writing for science and science for writing: The Seattle elementary Expository Writing and Science Notebooks program as a model for classrooms and districts. Inverness, CA: Inverness Research Associates. Retrieved May 3, 2005 from http://www.invernessresearch.org/reports/seanotebks_nov03/SeanotebksReport03.pdf.
Tynjala, P., Mason, L., & Lonka, K. (Eds.). (2001). Writing as a learning tool: Integrating theory and practice. Dordrecht, The Netherlands. Kluwer Academic Publishers.
Wallace, C.S. (2004). An illumination of the roles of hands-on activities, discussion, text reading, and writing in constructing biology knowledge in seventh grade. School Science and Mathematics, 104 (2), 70-78.
Wandersee, J. H., Mintzes, J.J., & Novak, J.D. (1994). Research on alternative conceptions in science. In D.L. Gabel (Ed.), Handbook of research on science teaching. Upper Saddle River, NJ: Merrill/Prentice Hall.
Warwick, P. Stephenson, P., & Webster, J. (2003). Developing pupils' written expression of procedural understanding through the use of writing frames in science: findings from a case study approach. International Journal of Science Education, 25(2), 173-192.
Yore, L.D., Bisanz, G.L., & Hand, B.M. (2003). Examining the literacy component of science literacy: 25 years of language arts and science research. International Journal of Science Education, 25, 689-725.
Yore, L.D., & Treagust, D.F. (2006). Current realities and future possibilities: Language and science literacy-empowering research and informing instruction. International Journal of Science Education, 28, 291-314.