Please use this identifier to cite or link to this item:
Scaffolding scientific writing through disciplinary literacy instruction
Issue Date: 
Paper presented at the International Science Education Conference, Singapore, 25-27 November 2014
One of the competency domains gaining prominence in the 21st century is
communication skills. In Singapore emphasis has been given to develop students
communication skills in all subjects. Despite a curriculum emphasis on communication skill
scientific communication skill such as scientific writing skill receives little attention and is
often neglected in Science classrooms. This research study explored and examined how
scientific writing was taught in a Chemistry classroom over the course of two weeks in a
Secondary Three class. Informed by a disciplinary literacy approach of explicitly teaching the
language and genre processes of the discipline a series of lessons on the topic of the
Atmosphere and the Environment was designed to scaffold the writing of the scientific
article. The series of lessons incorporated a range of literacy activities such as reading,
discussing, and writing. Student-generated articles were analyzed through genre analysis to examine their resemblance to conventional scientific report articles. Teachers' pedagogical
strategies were analyzed sequentially. The current findings suggest that explicit teaching
coupled with proper scaffolding, results in student- generated articles that resemble
conventional scientific articles. These findings imply that students at Secondary level are able
to acquire the set of skills necessary to communicate in a Science community through literacy
instructional scaffolding in the genre of scientific report articles.
Appears in Collections:Conference Papers

Files in This Item:
File Description SizeFormat 
ISEC-2014-1499_a.pdf1.33 MBAdobe PDFView/Open
Show full item record

Page view(s) 10

checked on Dec 18, 2018

Download(s) 10

checked on Dec 18, 2018