1. Using Interactive Science Journals to Encourage Reflection, Thought and Positive Attitude UTD-SCE 5305 Dara Williams Rossi December 2, 2003

2. Introduction Thinking and writing about science engages the learner Thinking and writing about science engages the learner Written explanation of what they think forces clarity and organization (Azimirara, Bletterman, & Romero, n.d.) Written explanation of what they think forces clarity and organization (Azimirara, Bletterman, & Romero, n.d.) “Thinking is the method of intelligent learning”. (Dewey, 1916, p.153) “Thinking is the method of intelligent learning”. (Dewey, 1916, p.153) Journals WritingExplaining Thinking Organizing

3. Why Are Journals Important 1. Vital function of scientists in any discipline is to recording information, data and figures (Gray, 1988) 2. Journals are a means of reference and resource (Hyers, 2001) 3. Communication tool between teacher/parent

4. Importance Continued 4. Unique means of assessment/growth (Young, 2003) 5. Give the opportunity to think, reason, show creativity, and practice skills to promote long-term leaning (Holt, 2003) 6. Current tools not successful

5. Strategy Give students a TOSRA pre-survey Give students a TOSRA pre-survey Set up the journal (input right/output left) Set up the journal (input right/output left) Bound journal with no paper removed Bound journal with no paper removed Give students a TOSRA post-survey Give students a TOSRA post-survey Compare the two classes (grades/surveys) Compare the two classes (grades/surveys)

6. Conclusion Shift our philosophy Shift our philosophy From skill-based To whole education Move the educator from dispenser to facilitator and allow student to reflect on their own learning Move the educator from dispenser to facilitator and allow student to reflect on their own learning Cognitive process more important than a grade Cognitive process more important than a grade Create critical thinkers with interactive journals Create critical thinkers with interactive journals

7. References Archambault, Reginald D., ed. (1974). John Dewey on Education-Selected Writings. Chicago: U of Chicago Press. Azimioara, M., Bletterman, C., & Romero, P., (n.d.). Another approach to the scientific notebook. A Collection of Articles and Rubrics. Trustin School District: Calif. Dewey, J. (1916). Democracy and Education: An intro to the Philosophy of Education. New York: Free Press. Egan, Kieran. (1997).The Educated Mind, How Cognitive Tools Shape Our Understanding. Chicago: U of Chicago Press. Frase, Larry & Streshleym W. (2000). Top 10 Myths in Education. Lanham: Scarecrow Press. Gray, D. (1988). Writing across the college curriculum. Phi Delta Kappan 69(10), pp.729-733. Gross, Martin. (1999). The Conspiracy of Ignorance, The Failure of American Public Schools. Harper Collins: New York. Kinchin, I., & Hay, D. (2000). How a qualitative approach to concept map analysiscan be used to aid learning by illustrating. Educational Research, 42(1), pp.43-57.

8. References Continued Holt, T., (Nov. 2003) Problem based learning: the nature of a good problem solver. Texas Science Education Monthly, pp1-2. Hyers, A. (2001) Predictable achievement patterns for student journals in introductory earth science courses. Journal of Geography in Higher Education. 25(1), pp 53-66. Reed, Ronald and Tony Johnson, ed. (2000). Philosophical Documents in Education, 2nd ed. New York: Addison-Wesley Longman. State Assessment. (2000) http://nces.ed.gov/nationsreportcard/about/state.asphttp://nces.ed.gov/nationsreportcard/about/state.asp Shepardson, D. & Britsch, S. (Nov. 2000) Analyzing children’s science journals. Science and Children, pp.29-33. Wells, Gordon (2000) Changing Schools from Within—Creating Communities. Toronto:OISE Press. Young, J. (2003). Science interactive notebooks in the classroom. Science Scope, pp.44-57.

9. Exit Stage Right The End