Writing matters : increasing undergraduate cell biology literacy through writing-to-learn activities - dataset
Biology educators need instructional strategies to improve student learning and achievement, especially in foundational courses when students are presented with vast amounts of content knowledge. Writing-to-learn (WTL) tasks in lecture courses can help biology students improve the quality of their arguments and increase content knowledge. WTL activities can model how scientists use inductive reasoning to design studies and arguments; encourage revision of ideas; support peer review and discussion; and help with writing-to-communicate tasks. Our WTL interventions include the use of graphic ...
(For more, see "View full record.")