Writing narratives about socioscientific issues: engaging students and learning science

Abstract

International assessments of student science achievement, and growing evidence of students' waning interest in school science, have ensured that the development of scientific literacy continues to remain an important educational priority (Tytler, 2007). Consequently, researchers and classroom teachers alike have called for innovative approaches to teaching and learning that engage students meaningfully in the learning of science. This paper explores the cognitive and affective outcomes of one such approach. Known as BioStories, this online science writing project requires students to write hybridised narratives that integrate information about an important socioscientific issue as a way of reengaging students and developing an understanding of the underlying science concepts. Studies conducted with students in Year 9 and 12 have shown that such writing can stimulate students' interest and make science accessible, while developing their scientific literacy and a positive disposition towards science. This paper reviews the growing research evidence to support this approach and implications for classroom practice.