Research has shown that science notebooks support differentiated instruction for English learners through the use of this open format and other useful strategies for teaching English learners such as tapping prior knowledge, the five senses, interaction in groups, and primary language support. Writing frames have also proven useful as prompts for students’ entries in their notebooks (Warwick, Stephenson, Webster, & Bourne, 2003). A notebook may follow a general organization, but the contents can vary from student to student. Student scientists record their observations, ideas, drawings, and other illustrations such as charts, tables, models, and graphs, along with their questions, ideas, and reflections in a running record of their thinking. Science notebooks are modeled after the way scientists really work, and each scientist’s notebook is unique to that person, area of inquiry, type of experiment, and investigation. Science notebook, behavior of mealworms, 3/4 grade Science notebooks are also a way for teachers to integrate science experiences with literacy and mathematics because they combine science inquiry, written communication, and data using measurement (Gilbert & Kotelman, 2005 Klentschy, 2005 Yore, Bisanz, & Hand, 2003). Science notebooks are also an excellent tool for students to communicate their understanding of science concepts, for teachers to provide students with feedback, and, finally, to assess students (Shepardson & Britsch, 2000, 2001). A science notebook, such as the one shown in the figure below, is a strategy for students to record and reflect on inquiry-based observations, activities, investigations, and experiments in order to increase their understanding of science instruction.
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