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Victor Sampson & Joi
Phelps Walker. (2012) Argument-Driven Inquiry as a Way to Help Undergraduate Students Write to Learn by Learning to Write in Chemistry. International Journal of Science Education 34:10, pages 1443-1485.
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David Holliway. (2010) A literacy task to assist reader awareness in children's informational writing. Language and Education 24:2, pages 101-116.
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Milou J. R. de Smet, Saskia Brand‐Gruwel & Paul A. Kirschner. (2023) Learning to use electronic outlining via observational learning: Effects on students' argumentative writing performance. Journal of Computer Assisted Learning 39:5, pages 1666-1689.
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Fatma ŞAŞMAZÖREN & Feride ŞAHİN. (2023) An inquiry and context-based activity supporting lifelong learning: Enzymes in Daily Life. Journal of Teacher Education and Lifelong Learning 5:1, pages 336-362.
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Magdalena Flores-Ferres, Daphne Van Weijen, Liselore Van Ockenburg, Anouk Ten Peze, Edith Alkema, Lieke Holdinga & Gert Rijlaarsdam. 2023. Development of Writing Skills in Children in Diverse Cultural Contexts. Development of Writing Skills in Children in Diverse Cultural Contexts
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Jesús Ribosa & David Duran. (2022) Do students learn what they teach when generating teaching materials for others? A meta-analysis through the lens of learning by teaching. Educational Research Review 37, pages 100475.
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C.V. Helliar, B. Lowies, I.G.A. Suryawathy, R. Whait & K. Lushington. (2022) The genre of banking financial product information: The characters, the setting, the plot and the story. The British Accounting Review 54:5, pages 101131.
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Bilge ÖZTÜRK, Hacer KAYMAKOĞLU & Sümeyra DEMİROĞLU ÇİÇEK. (2022) Öğrenme Amaçlı Yazma Aktivitelerinin 8. Sınıf Öğrencilerinin Periyodik Sistem Konusundaki Akademik Başarılarına Etkisi. Fen Bilimleri Öğretimi Dergisi 10:1, pages 115-138.
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Bülent KARAÇAR & İzzet KURBANOGLU. (2021) THE ASSESSMENT OF MULTIPLE WRITING ACTIVITIES IN TEACHING THE "ECOSYSTEM ECOLOGY" SUBJECTS. International Journal of Educational Research Review 6:3, pages 275-282.
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R L Panjaitan, A Sujana & A K Jayadinata. (2019) Plan your own science experiment: Elaborating students’ creativity and problems in science laboratory activity. Journal of Physics: Conference Series 1318:1, pages 012057.
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Yeonsuk Cho & Ikkyu Choi. (2018) Writing from sources: Does audience matter?. Assessing Writing 37, pages 25-38.
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Steve Graham, Xinghua Liu, Brendan Bartlett, Clarence Ng, Karen R. Harris, Angelique Aitken, Ashley Barkel, Colin Kavanaugh & Joy Talukdar. (2017) Reading for Writing: A Meta-Analysis of the Impact of Reading Interventions on Writing. Review of Educational Research 88:2, pages 243-284.
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Jeong-yoon Jang & Brian Hand. (2016) Examining the Value of a Scaffolded Critique Framework to Promote Argumentative and Explanatory Writings Within an Argument-Based Inquiry Approach. Research in Science Education 47:6, pages 1213-1231.
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Zoi A. Philippakos. (2017) Giving Feedback: Preparing Students for Peer Review and Self-Evaluation. The Reading Teacher 71:1, pages 13-22.
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Monica Koster, Renske Bouwer & Huub van den Bergh. (2017) Professional development of teachers in the implementation of a strategy-focused writing intervention program for elementary students. Contemporary Educational Psychology 49, pages 1-20.
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Zoi A. Philippakos & Charles A. MacArthur. (2016) The Effects of Giving Feedback on the Persuasive Writing of Fourth- and Fifth-Grade Students. Reading Research Quarterly 51:4, pages 419-433.
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WILLIAM J. BOONE, J. SCOTT TOWNSEND & JOHN R. STAVER. (2016) Utilizing Multifaceted Rasch Measurement Through FACETS to Evaluate Science Education Data Sets Composed of Judges, Respondents, and Rating Scale Items: An Exemplar Utilizing the Elementary Science Teaching Analysis Matrix Instrument. Science Education 100:2, pages 221-238.
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Sakari Tolppanen, Toni Rantaniitty & Maija Aksela. 2016. Using Multimodal Representations to Support Learning in the Science Classroom. Using Multimodal Representations to Support Learning in the Science Classroom
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Joshua Fahey Lawrence, Melissa Niiya & March Warschauer. (2015) Narrative Writing in Digital Formats: Interpreting the Impact of Audience. Psychology of Language and Communication 19:3, pages 201-221.
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VICTOR SAMPSON, PATRICK ENDERLE, JONATHON GROOMS & SHELBIE WITTE. (2013) Writing to Learn by Learning to Write During the School Science Laboratory: Helping Middle and High School Students Develop Argumentative Writing Skills as They Learn Core Ideas. Science Education 97:5, pages 643-670.
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Anne V. Vázquez, Kaitlin McLoughlin, Melanie Sabbagh, Adam C. Runkle, Jeffrey Simon, Brian P. Coppola & Samuel Pazicni. (2012) Writing-To-Teach: A New Pedagogical Approach To Elicit Explanative Writing from Undergraduate Chemistry Students. Journal of Chemical Education 89:8, pages 1025-1031.
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Seon-Sug Eo & Hee-Hyung Cho. (2012) Exploring Writing Education Standards for Secondary School Science Teachers. Journal of The Korean Association For Science Education 32:1, pages 182-200.
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Ilknur Guven & Ayla Gurdal. (2010) StartStartAn alternative technique to use in science education: Aim-gapped experimentation. Procedia - Social and Behavioral Sciences 2:2, pages 2962-2967.
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Murat Gunel, Brian Hand & Mark Andrew McDermott. (2009) Writing for different audiences: Effects on high-school students' conceptual understanding of biology. Learning and Instruction 19:4, pages 354-367.
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Menno de Jong & Leo Lentz. (2007) Professional Writers and Empathy: Exploring the Barriers to Anticipating Reader Problems. Professional Writers and Empathy: Exploring the Barriers to Anticipating Reader Problems.
Brian Hand, Liesl Hohenshell & Vaughan Prain. (2006) Examining the effect of multiple writing tasks on Year 10 biology students’ understandings of cell and molecular biology concepts. Instructional Science 35:4, pages 343-373.
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