Asking students to explain why phenomena occur at a molecular level is vital to increasing their understanding of chemistry concepts. One way to elicit students' mechanistic reasoning and guide construction of knowledge is through Writing-to-Learn (WTL), which is a promising approach for students in organic chemistry courses. In the design of WTL…

The paper investigates the potential of utilizing artistic creation as an alternative task for assessing students in a non-artistic course within higher education. Eighteen postgraduate students of the Department of Pedagogy and Primary Education of the National and Kapodistrian University of Athens, Greece, after attending a six-hour course in…

This paper captures and reports on mathematics pre-service teacher (PST) voices. Mathematics PSTs, in a tertiary mathematics secondary curriculum teaching subject assessment, were asked to perform a small-scale literature review on an issue they identified as important in mathematics teaching. The assessment, written as an article, required…

Student affect is an important factor in the learning process and may be especially important in gateway courses such as organic chemistry. Students' recognition of the relevance of the content they are learning and interactions with their peers can support their motivation to learn. Herein, we describe a study focused on how Writing-to-Learn…

This article, based on a study in a sixth-grade middle school classroom in the rural southern United States, details a writing project that questions the nature of text and how text might positively affect students' perceptions as they become change agents for their communities.

Educational simulations provide students authentic contexts. These authentic contexts require situated and complex real-world arguments. Such writing scenarios help students recognize why there are often multiple interpretations of evidence, who their audience is, what they want, and what kind of genre is needed. Playable Case Studies help…