Using Science Notebooks to Facilitate Growth of Science Process Skills


Fall 12-2-2014



Degree Name


Primary Advisor/Dissertation Chair

Renee Wonser

Secondary Advisor/Reader One

Tanya Maethner

Peer-Reviewer/Reader Two

Amanda Stenberg


The purpose of this study was to investigate if and how the implementation of science notebooks in a general education classroom would improve student proficiency in utilizing science process skills. A secondary goal was to improve the clarity of students' writing in a scientific context. Study participants included a class of twentysix fifth graders. Students were given a pre-assessment of their fluency in using science process skills at the beginning of the school year and a similar postassessment at the end of the year. During the school year, students received direct instruction in using science process skills with a science notebook based on Klentschy's model being the primary tool for instruction. Pre-assessments and postassessments were compared to assess student growth. It was found that the use of science notebooks overall improved student fluency in using science process skills while improving the clarity of students' writing.


Curriculum, Grades/ Student Performance, Science, Teachers/Teaching

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