Tested Studies for Laboratory Teaching (ABLE Proceedings)

Title:

Scaffolded and Incremental Lab Report Writing Guidelines - A Pedagogical Model Used in 3rd Year Human Biology Laboratory Courses

Url:

http://www.ableweb.org/volumes/vol-37/v37reprint.php?ch=35

Author:

Alistair Dias

Author's Address:

University of Toronto, Human Biology Program, ON

Email Address:

alistair.dias@utoronto.ca

Description: Students often enter upper year laboratory courses with limited scientific writing skills. Troubling issues include confusion
about what to include in each section of a report (abstract, introduction, methods, discussion/conclusions), how to properly report observations using well formatted figures or tables, and a lack of knowledge on how to properly support data with the scientific literature. Over the last several years, all the core 3rd year laboratory courses in the Human Biology Program (HBP)at the University of Toronto have been structured to try and address these issues by using an incremental and scaffolded lab report writing strategy

Keywords:

science writing
writing assignments
writing
student writing skills
scaffolding

Topic:

Teaching Tools and Techniques

BEN Subject/Discipline Taxonomy:

Teaching Tools and Techniques

Learning Resource Type:

Teaching strategies & guidelines (DCMI Type Vocabulary)

Context:

Undergraduate upper division 15-16

Format:

pdf