Peer review is useful for providing students with formative feedback, yet it is used less frequently in STEM classrooms and for supporting writing-to-learn (WTL). While research indicates the benefits of incorporating peer review into classrooms, less research is focused on students' perceptions thereof. Such research is important as it speaks to…

This systematic review of 46 published articles investigates the constructs employed and the meanings assigned to writing in writing-to-learn assignments given to students in science courses. Using components of assignments associated with the greatest learning gains--meaning making, clear expectations, interactive writing processes, and…

This article reports on the types of scientific writing found in two primary grade classrooms. These results are part of a larger two-year study whose purpose was to examine the development of informational writing of second- and third-grade students as they participated in integrated science-literacy instruction. The primary purpose of the…