Writing for Science Literacy: The Effects of Journal Writing on Student Achievement in Science in Grade 6

Forty-four sixth-grade students participated in a four-week research study. The students were divided into two groups. One group engaged in science instruction utilizing journals, and the other group used no journals. Data were collected through student pre- and posttests, questionnaires, and interviews. Teacher grades were also examined. While the pre-test, posttest, and teacher grades produced findings of little significance, the questionnaires and interviews indicated positive student perceptions of journal writing as an instructional method.