10-second review: “Focuses on a writing-to-learn approach to biology, in which students wrote explanations of biology concepts for different audiences: teacher, younger students, peers, or parents. Examines the impact of audience on students’ understanding of biology concepts. Finds that students writing for peers or younger students performed better on conceptual questions. The findings support the use of authentic audiences.”
Title: “Writing for Different Audiences: Effects on High-School Students’ Conceptual Understanding of Biology.” M Gunel, et al. Learning and Instruction, 19 (4), 354-367, 2009.
Comment: Excellent use of writing to learn. RayS.
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