出版社：Naturfagsenteret i samarbeid med Universitetet i Umeå
摘要：Inquiry learning depends on a variety of writing in order to plan, collect data and keep track of the information. In school science, however, writing to document teacher initiated experiments, following a setup, is widespread. This article follows a class of students during inquiry learning. Most of the student texts are so called working texts, texts used to gather and process their data. Thus, the students writing practice is closer to that of scientists, as opposed to the praxis characterizing scientific literacy in school, as reproducing and concerning the schooled text culture, such as textbooks. This article argues that the term working texts can pose a useful contribution to the view of writing in school science.
