Produced by Gatsby Science Enhancement Programme, the resources in this section help students to develop their skills in scientific writing. This involves familiarity with the kinds of text that are written by members of the scientific community, practice with writing in science lessons and the acquisition of writing skills in general.
Engaging in scientific writing provides an active approach to students' development of concepts, to structuring knowledge, to shaping their approach to science and to increasing self-awareness in the process of learning itself.
Areas in this section cover topics on:
* writing a summary or abstract
* the structure of a scientific report
* writing a review article
* writing a practical research paper
* compiling a bibliography
* evaluating scientific writing
There are trainer development materials associated with the delivery of learning activities in this skill area. They can be found at: LSS Skill Area 5 Training.
This activity, produced by Gatsby Science Enhancement Programme, challenges students to summarise information from different sources on the same topic. Developing this ability will help students when they encounter complex activities and information. During the activity, students will practice: * locating and using...
Produced by Gatsby Science Enhancement Programme, this activity requires students to pick out what makes a science story accessible and learn how to write at an appropriate level for a particular audience. Students analyse a piece of writing to look at how easy to read and understandable it is. They also use the...
This activity, produced by Gatsby Science Enhancement Programme, challenges students to consider what plagiarism is and why it is wrong. Students are shown that plagiarism is passing off somebody else’s work as their own. It can include getting another person to write their work, cutting and pasting from the...
Produced by Gatsby Science Enhancement Programme, this activity gets students to recognise a scientific report, which has a uniform structure standardised throughout the scientific community. Following the activity, students should be able to recognise that a scientific report will: * have a title, abstract, clear...