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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Research Article| December 02 2020
A Writing-to-Learn Approach for Improving Students’ Evaluation of Science Web Sources
The American Biology Teacher (2020) 82 (9): 638–640.
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Gray Scott, Shazia A. Ahmed; A Writing-to-Learn Approach for Improving Students’ Evaluation of Science Web Sources. The American Biology Teacher 2 December 2020; 82 (9): 638–640. doi: https://doi.org/10.1525/abt.2020.82.9.638
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