Writing-to-Learn in Secondary Science Classes: For Whom Is It Effective?

• In Event: 16.021 - Modeling Scientific Writing: Current Problems and Potential Solutions for Teaching Writing to Struggling Students

Abstract

Prior literature posits that writing-to-learn strategies are less effective for younger students; however, few studies have implemented similar strategies across grade levels. Therefore, this study combines established best-practices to create a writing-to-learn intervention that can be implemented into existing science classes at various grade levels. While high school students did slightly outperform their middle-grade peers, further cluster analysis demonstrated that students who created visuals and used scientific vocabulary during the intervention made the most growth, regardless of grade level.

Authors

• Katherine Landau Wright, Boise State University

• Xuejun Ryan Ji, The University of British Columbia

• Matthew James Etchells, Texas A&M University - College Station

• Wendi Zimmer, Texas A&M University - College Station