Louisa Tomas|Stephen M. Ritchie
The Challenge of Evaluating Students’ Scientific Literacy in a Writing-to-Learn Context
James Cook University|Murdoch University
paper reports challenge evaluating students scientific literacy writingtolearn context illustrated experience online sciencewriting project mixed methods study year 9 students case study class 1314 year olds n 26 authored series two hybridised short stories merged scientific narratives genres socioscientific issue biosecurity seeking measure efficacy intervention sought evidence students conceptual understanding communicated stories finding suitable instrument presented first challenge led development scoring matrices evaluate students derived sense scientific literacy student interviews also conducted explore understanding concepts related biosecurity context results analyses showed significant improvements students understanding arising participation writing tasks interviews highlighted second challenge evaluating students scientific literacy disparity written vocalised understandings majority students expressed deeper level conceptual understanding interviews stories interviews also revealed alternative conceptions instances superficial understanding expressed writing aside methodological challenge analysing stories quantitatively findings suggest writingtolearn context evaluating students scientific literacy difficult examination artefacts combination interviews students written work provided comprehensive evaluation developing scientific literacy implications study understanding derived sense scientific literacy well implications classroom practice discussed