Examining the use of writing-to-learn strategies within science classrooms across different grade levels

Science literacy and non-traditional writing have received considerable attention recently in science education. Researchers argue that using writing-to-learn strategies in a student-oriented classroom environment improves student\u27s conceptual understanding of science. This secondary analysis study focuses on research studies conducted using non-traditional writing activities to investigate the effectiveness of non-traditional writing tasks across different science topics and grade levels. Quantitative analysis of students\u27 performances in exams provides evidence for the effectiveness of writing-to-learn strategies in facilitating understanding of science concepts