Writing skills remain in high demand even as trends like class-size increases discourage faculty from assigning students opportunities to practice the craft. At the same time, students live in a world in which scientifically suspect claims spread more rapidly than their debunking. We crafted a scaffolded, low-stakes assignment sequence addressing both needs, one that requires relatively little grading. Approaches like this one may prove useful in college and AP classes.
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12 February 2021
A Writing-to-Learn Approach for Improving Students' Evaluation of Science Web Sources
Gray Scott,
Shazia A. Ahmed
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The American Biology Teacher
Vol. 82 • No. 9
November 2020
Vol. 82 • No. 9
November 2020
Critical thinking
Peer review
reflection
Scientific literacy
writing