Effects of focused literacy techniques on scientific writing skills in the chemistry classroom

Abstract

The Common Core State Standards and Next Generation Science Standards have shifted demand towards literacy excellence. This project was designed to determine if dedicating a set amount of time each week to teaching and practicing literacy skills in a Chemistry classroom would increase student's scientific writing ability. Specifically, would students be better able to communicate scientific information using evidence, data, and content specific vocabulary terms. Formative assessments, peer reviewing, and discussion strategies were utilized over a six week period. The results indicate that these strategies are effective in increasing the writing ability of students in a science classroom. Additionally, students indicated a positive value of learning writing skills in a science classroom.