The effect of science notebooks on achievement and attitude

Abstract

Many students in my high school sophomore level required chemistry course were unmotivated, took little or no pride in their work, failed to see the broad picture of the content and exhibited a lack of organization in their work. Science notebooks utilizing a blended traditional and inquiry based format were used to improve achievement. Elements included guided inquiry investigations, journaling and graphic organizers. Removable constructive feedback, examples and personalization were used to foster a sense of ownership which improved motivation and developed a vision of relevance. Results of the project show that the strategies implemented were effective at increasing achievement and fostering ownership, especially when students invest in the strategies.