Campbell & Fulton Science Notebooks, Scientific Content and Process Connections
Campbell, B., & Fulton, L. (2003). Science notebooks: Writing about inquiry. Portsmouth, NH: Heineman.
Chapter 5: Scientific Content and Process Connections
• Connections to the National Science Education Standards
o How do science notebooks connect to the standards?
• “Science notebooks provide a context in which students can use the skills Bybee talks about to construct a richer understanding of science (p. 65).”
• Physical, Life, and Earth and Space Content Standards
o How do science notebooks address the physical, life, and earth and space content standards?
• “Notebooks provide students with one context for writing within the content of science and may be used as a tool to create other forms of informational writing (p. 65).”
o What evidence is there that students are learning content by using science notebooks?
• “Notebooks represent the path of student knowledge – where they began and where they are currently (p. 66).”
• “Their notebooks become reference tools during discussions as they refer to the books to find evidence to support their thinking (p. 66).”
• Science as Inquiry
o How do science notebooks address science as inquiry?
o What evidence is there that students are using science as inquiry in their science notebooks?
• “Using their notebooks in conversations with others becomes a natural process and a way to think about ideas (p. 68).”
• Unifying Concepts and Processes
o How do science notebooks address unifying concepts and processes?
• “Notebooks allow students to keep track of measurements and determine what would be considered appropriate based on past experiences. Notebooks provide students with a quick and easy means to access information over time, allowing them to have the experiences necessary to gain an understanding of concepts (p. 70).”
o What evidence do notebooks provide that students are making sense of the unifying concepts and processes?