Review paper
Writing and Conceptual Learning in Science: An Analysis of Assignments
Abstract
This systematic review of 46 published articles investigates the constructs employed and the meanings assigned to writing in writing-to-learn assignments given to students in science courses. Using components of assignments associated with the greatest learning gains—meaning making, clear expectations, interactive writing processes, and metacognition—this review illuminates the constructs of writing that yield conceptual learning in science. In...
Paper Details
Title
Writing and Conceptual Learning in Science: An Analysis of Assignments
Published Date
Oct 17, 2018
Journal
Volume
36
Issue
1
Pages
99 - 135
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