Research On Science Writing Strategies In Science Education

Scientific literacy has much to do with language. The ability of language is the requirement of having scientific literacy and also the representation of having scientific literacy. The ability of science reading and science writing shows the ability of language in the subject of science. As Wellington and Osborne said, Science without writing and reading is like a ship without sail.! Researchers in foreign countries and Taiwan district have gained many achievements in the field of science writing in science education, including many strategies and models of science writing. However, in mainland, researches about science writing still focus on the meaning of science writing and the necessity of using writing in science teaching and learning. At the same time, writing activities in science classes are still some low level writing activities like transcribe or record what has been done in science experiment. Science writing is a new way to help students learning science and cultivate, there is a lot need to be done in this field.Considering the research background referred above, collect literature and materials about science writing and get to know that, in essence, science writing is the representation of students# thoughts. In science writing activities, students are encouraged to express their own science thinking and science opinions. Due to this, science writing can improve students# cognitive development, can improve students# reasoning ability, can cultivate an environment for students of being the main characters, and can be a bridge to build the relationship between students and teachers. In these ways, science writing can help students# writing ability and help students learn science better.There are many strategies and models of science writing invented by foreign and Taiwanese researchers. All these strategies can be classified into two categories. One of them is strategies to encourage students create their writing, the other one is strategies to guide students to write down scientific opinions. KWL What I Know-Want to learn-Learned"and Context map strategies have been used widely in science writing. At the same time, Guide with Question, the Science Writing Heuristic, and Anchoring concepts models have been developed maturely. Model of guide with questions mainly use questions to make students and teachers discuss the topic before writing them down. The Science Writing Heuristic is produced based on the Knowledge-transforming model. This model guide students to use their pre-knowledge, to collect materials through inquiring activities, and then to discuss, guess and to check their knowledge. Through this process, students can construct their own reasonable science opinions. This model emphasize the main role of students in teaching, teachers are guiders who help students construct their science thoughts. And also this model is flexible, all those steps can be adjusted when used in real science class. Anchoring concept model is produced by Lin Yahui based on the writing theories of Klein, the Knowledge-transforming model and other valuable experience about science writing. In this model, teachers need to provide an environment of observing or operation activities, guide students use these activities to connect some concepts learned before, and then guess and construct their new science knowledge. Environment of observing and operation which can help students connect their pre- Knowledge is the core of this model. And also all teaching process need to be divided into small steps which have logical relations inside. All these matured science strategies and models have provided much good experiment for studies in science writing later.Teaching Experiments of the secrets of air in students of Chongqing Qiulongpo Experiment School using anchoring concept has proved the effect of this science model. The result of this experiments showed that there was a big difference between experimental class and contrast class. This result proved the effect of learning achievement improvement when using anchoring concept model. In terms of writing ability, the experimental class showed higher reasoning and explain abilities in writing,this results proved the effect of writing ability improvement when using anchoring concept model. In addition, there still has some places need to do better when using anchoring concept model, such as the amount of teaching activities and the management of teaching time. In this way, we need to pay more attention on these points when using anchoring concept model, in order to gain more achievements.