Helen Webb-Prosser

Article Critique: Science Notebooks

In their article, Implementing science notebooks in the primary grades, Catherine R.

Nesbit et al discuss the benefits of giving students the opportunity to build a science notebook
which not only serves as a reference, but enhances inquiry based instruction and creates a
catalyst for inquiry based instruction that is both hands on and minds on. The authors not only
highlight the benefits of this practice in the classroom, but they also explain the principles behind
this method of teaching, as well as how to use science notebooks for assessment.
The authors begin by proposing three benefits to implementing science notebooks in
primary classrooms. The first argument they pose is that students who use science notebooks in
the classroom have shown improved scores on standardized testing. This is because students are
actively engaged in reading, writing and mathematics throughout the science lesson. While I
believe standardized testing should not be the central purpose of this practice, regularly
combining reading, writing and drawing into science instruction allows students to fully process
and retain the information in addition to developing these skills simultaneously.
The authors second, and arguably the most valuable, benefit to the science notebook is
the opportunity to use it as formative assessment to both improve instruction and figure out
where misconceptions lie. This also means that instruction can evolve based on these
misconceptions, as well as inquiry that derive from questions the students come up with. I agree

that designing lessons around student inquiry and misconceptions is a much more powerful and
meaningful way of teaching as opposed to following a generic curriculum.
Finally, the authors point out that real scientists commonly use notebooks in their
respective fields. Notebooks are used to make observations and record data out in nature, in the
lab, and in a variety of different settings and situations. I think this is a good argument for the
value of the notebooks, because the process allows students to not only practice skills that might
help them in a scientific field, but also to let them know that what they are doing is comparable
to the process that scientists use. As a result, they will feel that that their inquiry is valid.
Another point that is highlighted in the article is the difference between a science
notebook and a science journal. These terms are commonly used interchangeably, but the article
argues that these are two completely separate ideas. According to the authors, a science
notebook involves very structured writing that guides students through the scientific method.
Science notebooks also center on scientific thinking and processing skills. A journal, on the other
hand, is more free form and pertains more to thoughts, feelings and reflection on content such
as literature or poetry pertaining to science. The science notebook is the tool that fosters inquiry
based learning.
As far as assessment, the authors indicate a number of things to consider. The most
important thing they emphasize is that the notebook belongs to the student. What this means is
that teachers should not write directly on the entries in the notebook, but instead, write on a
separate sheet that can be inserted and easily taken out. This way, the notebook remains an
authentic record of the students understanding and progress without being permanently marked
up with teacher notes. Also, assessment in the science notebook should be centered on the

students level of understanding and inquiry rather than their ability to come up with an answer
without understanding the process or reasoning behind it. I believe that both of these practices
give value to the students process of learning.
With appropriate maintenance and set-up guidance, students are able to use science
notebooks in order to create a deeper understanding of scientific inquiry. In addition, students
develop skills in communicating their process and findings through writing. These two key
features of the notebook provide a direct link to the National Science Education Standards.
The authors conclude their article with a list of suggestions for teachers who are
considering implementing science notebooks in their classroom. Among these suggestions, a few
stood out to me as being critical. First and foremost, the science notebook is meant to evolve. In
order to design it to fit into the curriculum, there must be enough flexibility in how you
implement this tool, and what a teacher wants his or her students to get out of it. It is also critical
that a teacher model the use of the notebooks many times in order for students to become
comfortable, and for them to be able to use them independently as a resource for learning. Like
anything else, it is important for students to understand what is expected of them.
I think that science notebooks are a very valuable resource for teachers and students. Not
only do they keep a record of student growth and understanding, but they also give students
space to ask and explore their own questions in an environment where they can take ownership
of their learning. The use of science notebooks validates the process of learning in addition to the
outcome.

References
Nesbet, C. R., Hargrove, T. Y., Harrelson, L., & Maxey, B. (2004). Implementing science notebooks in the primary
/////grades. Science Activities, 54(4), 21-29.