Increasing conceptual learning in science through writing

Abstract

This project sought to discover whether write-to-learn activities increased conceptual change in students' understanding of science content. Students were involved in seven different writing activities aimed at learning and remembering science content. Students also wrote reflections after inquiry activities to help them connect the activity to the content learned in the classroom. During Chapter 1: Introduction to Living Things, students did not receive write-to-learn activities. Chapters 2: Viruses, Bacteria, Protists, and Fungi and Chapter 3: Introduction to Animals, students did receive write-to-learn activities. From the Introduction to Living Things chapter to the Introduction to Animals chapter, there was a 14% increase in test score medians. Students' confidence in their writing and memory skills improved.