Kognitive Prozesse beim Schreiben naturwissenschaftlicher Versuchsprotokolle: Eine explorative Studie zum sprachsensiblen Fachunterricht.

Writing lab reports in the context of inquiry-based learning or experimentation offers the potential to link subject-specific learning with language learning in science subjects. However, studies show that writing experimental protocols poses significant challenges for all students, but especially for those with German as a second language. A key to understanding these challenges are the cognitive processes that are involved during writing. This exploratory case study uses the think-aloud method to elucidate the cognitive sub-processes (specified in Hayes’ writing process model) of five students during their writing of lab reports. The findings provide the ground for a discussion on the development of appropriate learning environments and support tools for successful language-sensitive science education. [ABSTRACT FROM AUTHOR]