Investigating the thinking processes of eighth grade writers during the composition of a scientific laboratory report

This study examined the thinking processes used by 16 eighth grade science writers during laboratory report writing and explored the possibility that writing can contribute directly to science learning. Using Bereiter and Scardamalia's (1987) knowledge-transformation model of writing as a theoretical lens, the study characterized specific content and rhetorical thinking engaged in by the students using think-aloud protocols and qualitative data analysis methodologies. Thinking aloud was also related to the quality of the students' written products. Five of the 16 students exhibited no mental reflection during writing, recording information straight from memory into the composition. Two students engaged primarily in rhetorical planning, specifying the sequencing and organization of their writing in advance. Nine students demonstrated scientific problem solving including hypothesis and evidence generation, examining patterns in the data, and making general knowledge claims in response to the need to generate content for writing, indicating that the act of report writing can stimulate science learning directly. However, thinking during writing was not necessary to compose a report that contained hypotheses and supporting evidence. © 2000 John Wiley & Sons, Inc. J Res Sci Teach 37: 676–690, 2000