Writing to Learn in Science Using the 3D + U(DL) Sensemaking Model

Introduction

This chapter presents a research-based model for integrating writing instruction, and particularly writing to learn approaches, in science (or STEM) for upper elementary through secondary classrooms. The approaches described in this chapter depict an in-depth integration of writing to support content learning and to develop students’ knowledge and skill in writing science-specific genres such as argument-based explanation. Universal Design for Learning (UDL) principles are illustrated throughout the chapter as a concrete method for ensuring that the instruction is equitable for diverse learners, including students with exceptionalities.

Writing in science requires students to use general as well as discipline-specific strategies to communicate their ideas using overarching genres of argumentation and explanation (Drew et al., 2017; Drew & Thomas, 2022; Thomas & Drew, 2022). Developing argument-based explanations in writing is a core scientific practice highlighted in K-12 standards documents outlining key college and career readiness outcomes for students (Achieve, 2013; NGA Center & CCSSO, 2010). Yet many teachers may not yet understand how to support students in constructing written argument-based explanations about scientific phenomena they are exploring (Drew & Thomas, 2018). Both argumentation and explanation are significant aspects of secondary science writing genres and foundational components of and the pathway toward knowledge building—the central goal of science education (Drew et al., 2017). Scientists write to argue for the strongest set of reasons to explain a theoretical model of scientific phenomena with ample backing, including data and evidence (McNeill & Krajcik, 2009; Osborne et al., 2012). Yet, there are discrepancies between how the Next Generation Science Standards (NGSS) and Common Core State Standards (CCSS) for literacy address writing instruction in the genre of argument and explanation such that researchers and teachers are calling for articulations specific to science, so that discipline-specific writing interventions can be developed and tested (IES, 2017; Lee, 2017). Furthermore, national testing data points to a critical issue in students’ writing proficiency as well as writing in response to science content, with flatlining or declining scores over the last decade and more than two-thirds of all students struggling to meet proficiency standards (NCES 2012; NCES 2020). This chapter will articulate a research-based model for integrating writing in science class in ways that align to both NGSS and CCSS and is accessible to all students including students with exceptionalities.