ABSTRACT
Introductory science courses at the undergraduate level traditionally approach student learning as a matter of acquiring foundational knowledge; this often involves substantial amounts of lecture as well as directing students to demonstrate their learning by defining key terms or responding in rote ways to narrow prompts. In contrast to traditional approaches, narrative journaling invites students to relate their material by crafting accounts that render their scientific work meaningful to them, help them better absorb scientific concepts, and ultimately carve room for greater reflection and cognitive growth. Traditional laboratory reporting assignments in introductory science courses differ substantially from narrative journaling. The limitations of the traditional approach are immediately apparent in the greater brevity of student response it encourages. Students may have accurate content but still produce a disjointed product. The document as a whole loses its cohesiveness and persuasive value.
