NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ833381
Record Type: Journal
Publication Date: 2009-Aug
Pages: 14
Abstractor: As Provided
Reference Count: 0
ISSN: ISSN-0959-4752
Writing for Different Audiences: Effects on High-School Students' Conceptual Understanding of Biology
Gunel, Murat; Hand, Brian; McDermott, Mark Andrew
Learning and Instruction, v19 n4 p354-367 Aug 2009
Writing-to-learn activities in science classrooms can have an impact on student learning. This study sought to examine if the audience for which students write explanations of biology concepts affects their understanding of these concepts. One hundred eighteen Year 9/10 biology students from four classes participated in the study. There were four different audiences: teacher, younger students, peers, and parents. Students' writing for peers or younger students performed significantly better on conceptual questions than students writing for the teacher or the parents. (Contains 1 figure and 4 tables.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education; Grade 10; Grade 9; High Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A