A Research Program on Writing for Learning in Science, 1992–2002

Abstract

This chapter reports on the development, implementation strategies, and broad findings of a long-tern research program (1992–2002). The program aimed to investigate the effects on learning outcomes and attitudes for students and teachers when students wrote in diversified forms to learn science. In the context of this program we defined science learning very widely to include scientific methods, concepts, and various forms of communication. However, the main focus has been on the understanding of science concepts and their application in different problem-solving contexts.