Effects of student reflective writing on understanding of middle school science concepts
Abernethy, Joshua David
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This project focused on using various writing activities, such as exit tickets, student indicator sheets, and participation log, in a middle school science classroom to investigate the effects on student understanding, problem solving skills, and motivation. In addition, teachers' attitude and motivation was also studied. Writing-to-learn in the science classroom was shown to increase student retention in the content; however student motivation did not increase. The effect on the teacher was increased motivation to teach writing with a slight decrease in the enjoyment of teaching.