My question is still forming, but its current form is, “Can I use writing to make science accessible to all of the class, not just the top 10%?”
This question types up much dryer than it is to me. Some of my influences in choosing this question include:
∑ A late night Father’s Day discussion with my wonderful nephews, age 19 and 23, who have so very much to give to the world. Late at night they said that they aren’t smart about science and things like that, looking abashed and shrugging their shoulders. It hit me as wrong and sad. I’ve observed their great capacity for figuring out life – I’m so sad they have been demoralized and don’t trust themselves as competent to figure out and use science. They are so quick-minded and promising.
∑ A sharp comment from a failing and frustrated student in my class when she said that she didn’t understand and that she wasn’t the only one. I know that what she said was true, and I feel responsible to build expertise in teaching to the lower-level students like her.
∑ So very many conversations over the years with people who feel that science is something for other people, not them.
∑ The next generation will be facing questions of global warming, a change in energy sources, species extinction, loss of habitat, and the continuing acceleration of technology. If they feel competent in science they can be informed voters and active citizens equipped to deal with these challenges. Everyone needs to be science-literate and science-confident, not just the chosen few.
“Living and thinking green is the most intelligent global economic-strategic course. Green is the new red, white, and blue.” Tom Friedman, 2006
Some thoughts on sub-questions that may come into play:
Would self-publishing their science writing on the web help students feel they can contribute to the ever growing and changing body of science knowledge? (Teaching this philosophy is written into the TEKS. Wouldn’t having them actually publish be more effective in teaching this than having them read the biography boxes in the text?)
Can writing help students make connections and build understanding in a science subject?
Does science have to be “linear”? Is it true that for most students its better to show the practical application and big picture before you dive into the details? How can writing be used to do this?
Can writing make science more concrete and less abstract?
Is there a connection between developing a personal writing voice and developing the independent thinking confidence that makes a better scientist?
In doing my lit research, I’ll try to pick a focused research area that gives me a start toward my burning question.