caa a22 4500 463209958 CHVBK 20180405153137.0 cr unu---uuuuu 170326e20070701xx s 000 0 eng 10.1007/s11251-006-9012-3 doi (NATIONALLICENCE)springer-10.1007/s11251-006-9012-3 Examining the effect of multiple writing tasks on Year 10 biology students' understandings of cell and molecular biology concepts [Elektronische Daten] [Brian Hand, Liesl Hohenshell, Vaughan Prain] This paper reports on a study that examined the cumulative effects on students' learning of science, and perceptions of the role of writing in learning, when the students engaged in multiple writing tasks with planning strategy support. The study was conducted with Year 10 biology students who completed two consecutive units on Cells and Molecular Biology. A mixed method study was implemented using a pre-/post-test design with a focus on student performance on higher order conceptual questions, and semi-structured interviews with treatment students after the completion of each unit of study. Results from the quantitative component indicated that multiple, non-conventional writing had a significant benefit in helping students learn Molecular Biology. The results for the Cell unit were not so conclusive suggesting the strategies are most useful for novel content. The interviews with students demonstrated that they understood and engaged successfully with both the conceptual and linguistic demands of the tasks. These findings, taken as a whole, confirm that multiple writing tasks can support effective student learning, provided various pedagogical conditions are met. Springer Science+Business Media, Inc., 2006 biology nationallicence conceptual change nationallicence mixed-method nationallicence science nationallicence writing nationallicence Hand Brian University of Iowa, N238 Lindquist Center, 52242, Iowa City, IA, USA aut Hohenshell Liesl Western Washington University, 516 High Street, 98225-9155, Bellingham, WA, USA aut Prain Vaughan La Trobe University, Bendigo, Edwards Road, 3550, Bendigo, Vic, Australia aut Instructional Science Kluwer Academic Publishers 35/4(2007-07-01), 343-373 0020-4277 35:4<343 2007 35 11251 https://doi.org/10.1007/s11251-006-9012-3 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11251-006-9012-3 text/html Onlinezugriff via DOI NATIONALLICENCE 700 1- Hand Brian University of Iowa, N238 Lindquist Center, 52242, Iowa City, IA, USA aut NATIONALLICENCE 700 1- Hohenshell Liesl Western Washington University, 516 High Street, 98225-9155, Bellingham, WA, USA aut NATIONALLICENCE 700 1- Prain Vaughan La Trobe University, Bendigo, Edwards Road, 3550, Bendigo, Vic, Australia aut NATIONALLICENCE 773 0- Instructional Science Kluwer Academic Publishers 35/4(2007-07-01), 343-373 0020-4277 35:4<343 2007 35 11251 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer