Abstract
The role of writing in learning secondary science has received increasing research focus over the last decade. This study aimed to identify students’ drafting strategies when they wrote for a readership other than their teacher, as well as their perceptions of the value of this task. The findings indicated that students perceived this writing process and task as valuable for their learning of science concepts and that their drafting approaches were consistent with current conceptualisations of effective strategies to enable writing to promote learning.
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Prain, V., Hand, B., Yore, L. (2003). Learning from Writing in Secondary Science: A Case Study of Students’ Composing Strategies. In: Psillos, D., Kariotoglou, P., Tselfes, V., Hatzikraniotis, E., Fassoulopoulos, G., Kallery, M. (eds) Science Education Research in the Knowledge-Based Society. Springer, Dordrecht. https://doi.org/10.1007/978-94-017-0165-5_18
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DOI: https://doi.org/10.1007/978-94-017-0165-5_18
Publisher Name: Springer, Dordrecht
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