Science 101: What writing represents what scientists actually do?by: William C. Robertson, Ph.D.

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This article addresses whether or not a report based on scientific method accurately represents what scientists do as well as what kind of writing scientists engage in that goes beyond the reporting of conclusions.

Grades
  • Elementary
  • Middle
  • High
Publication Date
11/1/2005

Community ActivitySaved in 931 Libraries

Reviews (3)
  • on Sat Jul 25, 2015 2:08 PM

This article takes a common-sense look at the value of writing in science. It uses examples from the past with scientists discussing and disagreeing, and how that has helped us going forward. There are examples of open-ended questions to pose to students to encourage positive criticism and collaboration. These examples can be used to help explain to students why we must record and analyze our findings.

Nicki Hill  (Tucson, AZ)
Nicki Hill (Tucson, AZ)

  • on Wed Jul 06, 2011 12:49 PM

This is another interesting article from a good author. Do science before you write about it is one point he makes. Look for errors in your work before publishing your experimental results. Your writing should communicate concepts for both scientists and the average reader who might lack a strong background in science. The article ends with a brief section called ‘Science Writing for Students’ where the author makes a few good suggestions. All teachers should read this article.

Adah  (San Antonio, TX)
Adah (San Antonio, TX)

  • on Thu Jun 11, 2015 3:29 AM

I really like how the author points out that students should "do" science and then write about it. I agree because they are more excited to write when they know what the content is. This would be good to remember while teaching any subject in class.

Rebecca Baxter
Rebecca Baxter


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