Developing Scientific Writing of Lower Secondary Students through Inquiry and Science Writing Heuristic Learning

This action research aims to develop scientific writing of lower secondary students through inquiry and science writing heuristic learning. Participants were 15 of grade 9 students from one school in Sisaket province, Thailand. Ten lesson plans including 15 hours, a scientific writing assessment form, and scientific writing interviewing form were employed for research instruments. Findings revealed that each spiral was 66.67%, 73.33%, and 100% of students who pass in scientific writing as following. That is could be discussed and promoted in the science classroom. Students need to be more improved their writing skills relevant to science.


INTRODUCTION
The knowledge and understanding of science and technology is important in preparing people to face the world of uncertainty, and also enable them to live with others. In essence, science and technology is useful knowledge for all and for basis of living and working in the daily lives.  (Nam et.al., 2008;Nam et.al., 2011;Jang et.al., 2012). That why school and educators promote science communication because information is now overloaded and less reliable.
Students should be learned and made to face with science communication and make it to be more scientifically.
The science writing heuristic approach (SWH) is the one method that could use to achieve the goals that consist of writing skills, inquiry skills, and teamwork skills concurrently (Hand et.al., 2004;Burke et.al., 2005;Anisa et.al., 2019;Daningsih et.al., 2019). It works with a question, claims, and evidence structure promotes students' use of the argument structure as the core of any scientific inquiry activity (Keys et.al., 1999;Stephenson et.al., 2016). That is necessary skills to communicate science with society and it should promote school science as well as process of science.

METHOD
The action research was used in this research for developing science writing of grade 9 students. The study conducted on second semester in academic year 2019. More details can be described in the following.

Participants
The participants consisted of 15 students attending grade 9 from one school in Sisaket province, Thailand.
They are good students, but having science writing score less than 70% of school determined. They are purposive selection to be target group in the study.

Research instruments
The research instruments in this study consist of 4 instruments: lesson plans, the lesson plan employed inquirybased (5E) with a science writing heuristic; science writing assessment form; and science writing interview form.
The action instrument consisted of 10 lesson plans based on inquiry with science writing heuristic approach. Eight processes of SWH and 5 processes of the inquiry spiral were combined and implemented in science classroom.

Procedure
The study employed action research (Kemmis et.al., 2013) that is divided into 3 spirals. This study was an action research design that is divided into 3 spirals. Each spiral is provided in terms of plan, act, observe, and reflect in the following.

Data collection and analysis
Data collection was conducted (Kemmis et.al., 2013) which consisted of 4 steps: plan, act, observe, and reflect, two spirals were conducted ( Figure 1). Plan. Especially writing their worksheet and other writing products.
Science writing test and other instruments were used for observing.
Interviewing also employed for data collection in terms of qualitative data.
Reflect: researchers concluded data from a variety of research instruments.
Data were checked to answer purpose of study. Information and findings from the past steps was reflected in each spiral to answer the aim of study. Data were analyzed by descriptive statistics in terms of frequency, mean, and percentage.
Qualitative data were used for discussion in students' writing.

Engagement stage
In the beginning, this process will start with a Quiz to Knowledge check before learning by multiple instruments such as Quizwhizzer, Google classroom.
Then, the media will be used to engage student and guide about the content by answering the questions in the beginning idea stage (Figure 3).

Exploration stage
This stage, students were guided about the subject in the previous stage, "What did you do?" -to discuss before the experiment and helps students to write the processes to answer their questions.
The question is that teacher asked in the beginning idea stage. In addition, to answering the question, students must also write in the worksheet. The first spiral, found the main problems that the students cannot make questions and some content which appear in the lesson, and also the question was not related to their claims. It affects to evidence that students provided to encourage their claim.
Because of the learning process in the and their claims better in the following spiral. We found a few problems with writing the procedure cause from the discussion before the experiment, but there is not an important issue.
The observation stage rarely encountered any problems in all spirals.
There are only time issues because they spent a lot of time on their experiments and studies, which disrupts the learning process in the next stage.

Explanation stage
The study found in the early spiral the students can't define the claims from the study, the reason is given above in the beginning idea stage. The wrong questioning in the early stage is resulting in incorrect claims. Then after that reflection, students are to improving the learning procedure, the researcher also improved the student's claims by adding a discussion after the study section in a worksheet to encourage students to make their claims easier as shown in the Figure.