Writing-to-Learn in Undergraduate Science Education: A Community-Based, Conceptually Driven Approach

Despite substantial evidence that writing can be an effective tool to promote student learning and engagement, writing-to-learn (WTL) practices are still not widely implemented in science, technology, engineering, and mathematics (STEM) disciplines, particularly at research universities. Two major d...

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Detalles Bibliográficos
Autores principales: Reynolds, Julie A., Thaiss, Christopher, Katkin, Wendy, Thompson, Robert J.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: American Society for Cell Biology 2012
Materias:
Essays
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3292059/
https://www.ncbi.nlm.nih.gov/pubmed/22383613
http://dx.doi.org/10.1187/cbe.11-08-0064

Internet

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3292059/
https://www.ncbi.nlm.nih.gov/pubmed/22383613
http://dx.doi.org/10.1187/cbe.11-08-0064

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