Sequential Writing Tasks’ Influence on Science Learning

摘要: Recent enlarged accounts of science literacy emphasize that student learning should move beyond a narrow focus on technical knowledge to an understanding the nature, rationale and procedures as well commitment capacity communicate scientific understandings diverse readerships. This chapter explores implications this redefined view for effective task design in writing science. We report two case studies sought identify effects when they engaged with different single sequential tasks. The results study indicated students who wrote explain their ideas performed better subsequent tests than undertook only usual Students sequence connected tasks also higher order questions did not undertake such