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The American Biology Teacher (2020) 82 (9): 638–640.
Published: 02 December 2020
...Gray Scott; Shazia A. Ahmed Writing skills remain in high demand even as trends like class-size increases discourage faculty from assigning students opportunities to practice the craft. At the same time, students live in a world in which scientifically suspect claims spread more rapidly than...
The American Biology Teacher (2020) 82 (5): 348–356.
Published: 01 May 2020
...-term study abroad course in Costa Rica, daily guided journaling worksheets (GJWs) fostered learning through intentional writing by sharpening student focus, connecting study abroad experiences with concepts from the texts, capturing thinking, promoting student reflection, and elucidating student...
The American Biology Teacher (2019) 81 (7): 513–519.
Published: 01 September 2019
...Paul J. Laybourn; Ellen Brisch; Alison M. Wallace; Meena M. Balgopal Much evidence supports the role of writing-to-learn (WTL) assignments in improving student learning and argumentation skills. However, designing effective assignments can be challenging for instructors. We describe a process...
The American Biology Teacher (2011) 73 (1): 8–14.
Published: 01 January 2011
...Joe R. Clopton To enhance learning about the processes of scientific thinking, this paper suggests that students read and write summaries of narrative accounts of research. Background is provided on the nature of narrative, learning from narrative versus expository texts, surface and deep...