Writing-to-learn (WTL) is an effective instructional and learning strategy that centers on the process of organizing and articulating ideas, as opposed to writing-to-communicate, which centers on the finished written product. We describe a WTL model that we have developed and tested with various student groups over several years. With effective instructor guidance (through prompts and in-class discussion), students demonstrated greater scientific literacy after participating in writing activities about engaging socio-scientific issues. We believe that WTL activities are underused in secondary and post-secondary biology courses.
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Research Article| March 01 2013
Writing-to-Learn, Writing-to-Communicate, & Scientific Literacy
The American Biology Teacher (2013) 75 (3): 170–175.
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Meena Balgopal, Alison Wallace; Writing-to-Learn, Writing-to-Communicate, & Scientific Literacy. The American Biology Teacher 1 March 2013; 75 (3): 170–175. doi: https://doi.org/10.1525/abt.2013.75.3.5
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