PDI-7: Using Science Notebooks
Wednesday, April 10, 2013
9:00 a.m.–4:00 p.m.
Conference Room 13 and 14, Marriott Rivercenter Hotel
Recommended Pathway Sessions
Provider: Biological Science Curriculum Study (BSCS), Colorado Springs, Colorado
Framing Questions / Outcomes
- What strategies can I use with science notebooks to help students make sense of science content?
- How can I use student notebooks as both a formative and a summative assessment tool?
- What practices of science can I reinforce using science notebooks?
- How can I effectively manage science notebooks in my classroom?
- How do science notebooks promote metacognition in the science classroom?
Looking for ways to help your students deeply understand science concepts? The use of science notebooks is becoming more common in science classrooms at all levels as expository writing is critical to the Common Core State Standards and the upcoming Next Generation Science Standards. When used appropriately, notebooks can provide important benefits for student learning. Notebooks give students the meta-cognitive experience of recording, assessing, reflecting upon their journey of learning. Using written language and illustrations to organize data, document experiences, construct explanations, and reflect on scientific understanding; students are actively engaged in their own science learning. In this hands-on PDI, learn strategies for creating dynamic science notebooks that will help students make sense of science content and be effective assessment tools in your science classroom. By experiencing part of an inquiry-based investigation, you'll examine how students can begin to clearly articulate their emerging understandings of science content. Since notebook organization is critical to facilitating conceptual understanding, you'll become familiar with a notebook that is organized into four sections—table of contents, conceptual development, daily entries, and personal glossary. Using authentic examples of notebook assessment rubrics, you will participate in a discussion about issues concerning student use and accountability, how students use notebooks for organization, how they learn about sense-making types of writing, and how the assessment rubrics are utilized.
Betty Stennett describes this session:
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