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ERIC Number: EJ876135
Record Type: Journal
Publication Date: 2010-Jan
Pages: 5
Abstractor: As Provided
Reference Count: 9
ISBN: N/A
ISSN: ISSN-0036-8555
More than Writing-to-Learn
McDermott, Mark
Science Teacher, v77 n1 p32-36 Jan 2010
Writing-to-learn activities are designed to use writing as a process in which students generate and clarify understanding of scientific concepts for themselves, rather than simply communicating with a teacher for evaluation. Instead of having students parrot science facts back to the instructor, writing-to-learn activities focus on the production of nontraditional writing assignments--such as poems, brochures, or letters--to develop understanding (Yore and Treagust 2006). This article highlights the author's experience using multimodal writing tasks and their impact on student learning in his high school biology and chemistry classrooms. (Contains 4 figures.)
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A