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They need to deeply understand concepts being taught. They will not be for all my students.

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Our students have to write to build a strong conceptual framework

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hey need to deeply understand concepts being taught

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It is very true that most of the time writing is related to note taking or dictation, but language is also an essential part of science. When your scientific language is good we can make the subject more concrete and meaningful. So I strongly agree that flow of ideas and putting it in the right form is very essential in science

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provides the permanence of writing information in learning activities.

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Writing can contribute to the development of an essential set of skills, the expression of thoughts and the organization of ideas.

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Writing help understanding topic better , and its is more usefull  for general teaching. Whern the student  feel understanding  becomes  easier and easier they will be study more and more ..

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Writing activities related to science are difficult because even I think it is an essential way to organize your thoughts. Spanish students, especially, have a difficult time with it because they are using a foreign language, not their native tongue.

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By keeping written records of their thinking, the students are able to revise and clarify their thinking. By reviewing what they wrote, students can see patterns/relationships of conceptual understandings and sequence ideas/thinking in a logical way. By keeping ongoing written records and reviewing and revising them, the students have additional opportunities to process and learn (versus short-term memorization) information.

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Create connections between knowledge and ability (to know and to do/to make) and new skills to relationship among collegues/classmates

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Writing enables visualize and refine our thoughts and knowledge.

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Organization of thoughts, new links between ideas and facts, better argumentation.

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Writing activities promote learning better than activities in -solving only studying or reading.

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Jeane de Fatima, Rio de Janeiro - Brasil 

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Jeane de Fatima, Rio de Janeiro - Brasil 

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When you write down what you have learned, by reviewing your analysis you can add and review

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to me, writing is really useful for contrıbuting to the development of skills and writing makes science more meaningful

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Writing helps you organize your new concepts, your ideas. Writing is a very important part of science as you connect the results to the methodologhy.

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Writing helps you organize your new concepts, your ideas. Writing is a very important part of science as you connect the results to the methodologhy.

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Writing contributes to the development of skills to build knowledge, share senses in the different areas but in particular in the sciences, it also improves skills to express evidence of everyday life.

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I do like writing as a part of the science classroom  and as professor says it can be at the begining as an introduction, as a part of the inquiry or conclusion, but it is always a moment to think and reconsider 

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I do like writing as a part of the science classroom  and as professor says it can be at the begining as an introduction, as a part of the inquiry or conclusion, but it is always a moment to think and reconsider 

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Writing to learn activities make pupils think about what information they were given in the past (through books, lessons or other documents) and draw the relevant information for the activity they are involved in.
They practise:
- creativity to try and write their own "stories" or design their activities;
- how to choose and summarise the  relevant information;
- how to write conclusions based upon the  given documents /clues;
- to write coherent and complete answers to the given questions upon interpretation of the given data.

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They can express themselves much better and I think that we can see more detailed results with this kind of activity.

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Writing to learn activities improve the results of students on issues as organizing ideasor clarifying concepts.

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Writing helps to communicate better. It is a way to convey your thoughts to the other person.

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I think Writing is a very useful tool to think and understand better the activities which students and teacher have worked in class. Students need to order their ideas and know how to use for expressing their conceptual understandings. It is important to know that other people are going to read your writings, these people have to understand what you wanted to say.
Therefore, due to this, in my opinion writing to learn activities contribute to improve the students´ results.

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Writing activities can be usead as form of a review. The teacher know which topics students understand and which are still difficult. They are also benefitial for students, they are able to think the topic through, have some personal thoughts and they can grade they own progress.

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In my opinion "writing to learn activities" can help student to understand the topic better or may be this activities can be used as the revision exercises which prepare students for tests and enable them to get higher results.

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Students need to write because they must deepen what they understand and how they interpret it. Improve their understanding, develop critical thinking and make decisions. They write about what they know or what they really want to write.

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Students need to write a lot. W

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Not the same "mechanism" for all, deeper learning and making connections is a draft common point that i could see

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I think there is no "one answer for all".I mean when we have to construct a conceptual map the only way is writing on the other hand a puzzle game it is suitable for me.I think the key is the language production and writing is the appropriate activity for language production under consideration.

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Writing can help students to get a deeper understanding.. If they have to wirte things down for themselves, not just the same that is written on the border, they have to think about it and this leads to learin

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When writing to learn the student create their own material and if their learn how to sintetize the information recived in schemas or mind maps it is even better because that stimulate the visual memory too.

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I think writing to learn positively influences student outcomes. By writing, the students are encouraged to consciously deal with the content once again. As a result, they internalize the content and learn at the same time, which consequently leads to better results.

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Ćwiczę "5-minutowy papier" - studenci przygotowują krótkie notatki z pytaniami, najważniejszymi pomysłami, informacjami lub odczuciami na temat lekcji w ciągu ostatnich 5 minut lekcji. Podczas pisania studenci mogą zastanowić się nad swoim zrozumieniem danego tematu, wskazać trudności i zdać sobie sprawę, że uczestniczą w procesie uczenia się.
Zbieram dokumenty i studiuję informacje zwrotne i zbieram interesujące punkty, które wykorzystuję jako punkt wyjścia do następnej lekcji.

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Ćwiczę "5-minutowy papier" - studenci przygotowują krótkie notatki z pytaniami, najważniejszymi pomysłami, informacjami lub odczuciami na temat lekcji w ciągu ostatnich 5 minut lekcji. Podczas pisania studenci mogą zastanowić się nad swoim zrozumieniem danego tematu, wskazać trudności i zdać sobie sprawę, że uczestniczą w procesie uczenia się.
Zbieram dokumenty i studiuję informacje zwrotne i zbieram interesujące punkty, które wykorzystuję jako punkt wyjścia do następnej lekcji.

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Ćwiczę "5-minutowy papier" - studenci przygotowują krótkie notatki z pytaniami, najważniejszymi pomysłami, informacjami lub odczuciami na temat lekcji w ciągu ostatnich 5 minut lekcji. Podczas pisania studenci mogą zastanowić się nad swoim zrozumieniem danego tematu, wskazać trudności i zdać sobie sprawę, że uczestniczą w procesie uczenia się.
Zbieram dokumenty i studiuję informacje zwrotne i zbieram interesujące punkty, które wykorzystuję jako punkt wyjścia do następnej lekcji.

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Ćwiczę "5-minutowy papier" - studenci przygotowują krótkie notatki z pytaniami, najważniejszymi pomysłami, informacjami lub odczuciami na temat lekcji w ciągu ostatnich 5 minut lekcji. Podczas pisania studenci mogą zastanowić się nad swoim zrozumieniem danego tematu, wskazać trudności i zdać sobie sprawę, że uczestniczą w procesie uczenia się.
Zbieram dokumenty i studiuję informacje zwrotne i zbieram interesujące punkty, które wykorzystuję jako punkt wyjścia do następnej lekcji.

# data[].attributes.body
Ćwiczę "5-minutowy papier" - studenci przygotowują krótkie notatki z pytaniami, najważniejszymi pomysłami, informacjami lub odczuciami na temat lekcji w ciągu ostatnich 5 minut lekcji. Podczas pisania studenci mogą zastanowić się nad swoim zrozumieniem danego tematu, wskazać trudności i zdać sobie sprawę, że uczestniczą w procesie uczenia się.
Zbieram dokumenty i studiuję informacje zwrotne i zbieram interesujące punkty, które wykorzystuję jako punkt wyjścia do następnej lekcji.

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Writing to learn activities contribute to improve students results by organizing ideas and by clarify the concepts and help students to get deeper understanding of science. Writing is essential activity (tool) for learning with understanding.

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I used the report on experiment forms, but now I feel motivated to introduce such short writing activitis with more informal forms.

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writing is usefull to think about the words you write. Mind map let you order your thinking

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writing is usefull to think about the words you write. Mind map let you order your thinking

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Writing to learn activities contribute to improve the results of the students by organizing ideas, clarify concepts.

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I am sure that this kind of writing is essencial for learning with understanding. If students write whatever comes to their mind like a stream of consciousness is not the same as organizing ideas, sequencing, reasoning. When they copy I always ask students to clarify concepts with their own notes that have a meaning for them. Associate with the knowledge they already have, to hook somehow to what they are sure.

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I think writing to learn activities contribute to student’s results because ideas become clear, students can reflect about its.

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Creating sentences using the information in the mind during writing is an activity with many aspects. Science activates writing arguments and inquiry activities in education.

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mind map and brainstorming activities are very useful. brainstorming for pre-writing and mind-map for post-reading make easy the activities to understan

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I believe writing could contribute to students' results. By writing thoughts down in an organised manner students will be able to carry out a form of self assessment to see if they have learnt and actually understood a concept or not. There are times when I can tell my students kind of know 'in their heads' what is going on in an experiment but then struggle when it comes to discussing their results on paper. I truly believe that writing is an important tool to be used in the science classroom. After all a scientist who isn't capable of writing their thoughts and theories down will never be able to publish his or her ideas.

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Writing to Learn Activities contribute to student's results in many ways. One of the way is that with this method students change theoir attitude towards science and science reaserches. Also they are improving in science literacy and gain new argumentation skills and learn new ways of ritical thinking and problem solving skills.

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Writing skills enhance presentations in the answer papers thus directly leading to good scores. Writing in learning through activity helps the learner to consolidate ideas. Makes learning permanent. It gives the learner a power of expression and clarity of thought.

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I think that writing is one of the most effective tools for students to understand the content. Above all when this content is summarised. It helps them to orginise their ideas, to pay more attention to the main words and clauses, to think about wht they are learning and they can understand better the content

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Writing can be used as reflection of students conceptual understanding of what is taught in classroom. Also it 's a powerful tool in Science education because it develops long term memory and and stimulates critical thinking.

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In science education, writing to learn activities is useful for students' results because cognitive components are activated that improve long-term memory and not only visual memory, organize new ideas and concepts, make connections for transfer and solve problems and critical thinking is strongly stimulated. I think that in science education, writing to learn activities is irreplaceable.

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I fully agree with what was said in the video ... in fact students who use writing as a method of learning are more aware and reflective than they learned

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nabeul ,Tunisia

According to my experience , even we try to adapt our students no to write their learning or their learnt outcomes , you will discover that we remember just few ideas or opinions if we don’t say that they forget everything by time , for that reason , writing is very efficient learning tool to allow to students never to forget learning or outcomes they reached , so when writing students will learn much better regardless to the stage of the learning in the beginning , in the middle or at the end .so in science writing   is a prefect tool to enhance understanding , students become more familiar to the outcomes they attained

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I encourage students to take short notes, although writing is not as important for chemistry. I am expecting more inquiry-based learning, the learner's making various encodings, as well as playing games. Sometimes he has to learn the wrong and wrong information. you should know the wrong, you can reveal the truth. It is crucial to transfer writing information. from the point of view of learning, it is more effective if continuous notes are taken and short notes are taken.

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HOW DO WRITING TO LEARN ACTIVITIES CONTRIBUTE TO STUDENTS' RESULTS?
Writing to learn activities help students to organize their thoughts, to fix concepts and to get a deeper understanding of science. You only master a topic when you can explain it in a simple way.

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Writing allows students to systematize, get an overview of and broaden their knowledge and to find their personal access to a certain topic. Furthermore, in science it is important to be able to write papers and articles in scientific english and to clearly phrase one’s results and conclusions as well as the introduction of the topic and the abstract, so it is important for students to practice writing about scientific topics and their own results.

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I think writing to learn activities contribute to student’s results because ideas become clear, students can reflect about its, can analize processes doing own the studied topic

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I fully agree with the results of the studies you have provided. In my practice, I have often come to the conclusion that students in this way develop attitudes towards science and scientific literacy, peer learning and critical thinking and various skills of presenting the learned. I would just add here an important item - respecting the deadlines for making tasks.

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Writing for learning is a very effective tool for increasing student learning outcomes:
1. It stimulates the imagination.
2. Increases the mindfulness of students.
3. Develops critical thinking.
4. It involves even weak students.
5. Explains his ideas to the student.
6. Allows you to think about the problem again.
7. Increases understanding of the content.
8. It gives you satisfaction with learning.

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Prof. Murat Gunel said that writing is a learning tool to enhance understanding. I agree with his statement and would add that, usually, the more meaningful and intelligible is science for students, the better the results.

I believe that to answer this question we should take into account the way we assess our students. If assessment activities include writing exercises it is clear that the previous preparation will help them to get better results. If not, writing activities have helped understand content. Incidentally, I think that assessment should include writing tasks, because they provide a deep information on students’ understanding and thoughts.

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In my experience, writing is a very effective tool to help learners understand the content. I notice that pupils often have difficulty in argumenting their ideas, so it is very important that they know how to mislead and write their thought processes. Writing is a process in which learners focus on content, they are more attentive, thinking about what they are learning, which in turn affects a better understanding of the content. Writing helps a learner to distinguish essential information from less essential ones, so we are also developing critical thinking. Writing activates us in the learning process, we write our ideas, we are more easily discovering relationships between concepts, and at the same time developing literacy.

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Writing allows students to learn at their own pace as it allows students to gather their thoughts, analyze and compartmentalize them and then regroup them logically. Thus every written assignment allows students to think independently and present their answers logically.

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I think writing to learn activities contribute to student’s results because ideas become clear, students can reflect about its, can analize processes doing own the studied topic

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I believe that writing activity gives students time to reflect, to organize their ideas and to comunicate them. I use to ask my students to write their reflections about lessons as personal moment before debate...

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The activities of writing to learn improve some students' scientific skills, such as: critical thinking, argumentation skills, etc.

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Writing to learn activities can improve both understanding of a topic and the ability to communicate your ideas. However, it’s essential that the kind of task given to students could avoid a “copy and paste”, from the Internet or the textbook.
Taking notes is a fundamental skill, it improves the comprehension of what we are listening to 

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These activities included summarizing articles, generating and articulating theses based on data, and explaining the behavior of a novel algorithm to a peer, all of which, according to Hartman, challenged students to approach, learn, and explain the complexities of the subject matter in new and thought-provoking ways.

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I practise "5-minutes paper"- students prepare short notes with questions, the most important ideas, information or feelings about the lesson's topic during the last 5 minutes of the lesson. During writing students can reflect on their understanding of the certain topic, point out difficulties and realise they part in learning process.
I collect papers and study feedback and collect interesting points which I use as the starting point of the next lesson.

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In my opinion good writing skills encourage students in other learning skills. They need to realize what they are writing about, which is more difficult than just do somenthing and never come back to it. By writing you are forced to spend time "with your own brain" alone and this is always useful.

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they need to deeply understand concepts being taught

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The flow below is a fair expectation in most cases my opinion:

use ‘Writing to Learn’ activities in class ---> students expected to understand concepts more deeply ---> they should be in a better position to express themselves, connect ideas and solve problems during assessment tasks ---> this will lead to improved assessment grades and will also result in students being better prepared for higher education or their work-life.

However, it goes without saying, that students experiencing literacy or writing difficulties will benefit very little from a writing task as a form of assessment. Alternative modes of assessment, like a hands-on task, should be sought in these cases. Many of these students might be understanding the scientific concepts being dealt with, but might not necessarily have the literacy skills required to express themselves in writing.

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I agree with the prof. Murat Gunel. While  writing the students can explain what they have learned  into a new form. They organize their thoughts and I think that the act of writing is an important mental / cognitive mechanisms. I now remember  a lot of studies and articles of Edgar Dale too. In a lot of articles we can see “The Dale’s  cone of Experience” , and “The cone of learning”, and we can understand the importance of learning by doing. I think that “writing” is an “Doing- activity” too. Language is a very important part of science knowledge and while we write, we put out our ideas of a phenomena and we organize that in a new form. The studies demonstrate that the comprehension and memorization of a problem is better when we have to explain it to someone. So if we write what we have to explain or if our students write what they have to explain is a very good ideas to have a good result!

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I also agree with college about advantages of writing in learning processes. Students have been becoming more responsible, organized and their ownership for work is increases.

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Writing does not only help the teacher to see what the students have learned so far, also the students see what they have learned by attending the science class. If the pupils write down what they know so far about a topic and compare it to their knowledge after the lesson they can hopefully see a progress. This activity helps the students to see that it was not wasted time they spent at school and they that they can be proud of themselves.

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In my opinion, It is not evry topic for WtoL.... For example, the interpretation of the properties of elements depending on the position in the PSE has no purpose in writing .... it is too causal consequential things. But the mechanisms of chemical reactions are impossible to learn without writing.

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To my mind, if you write something down, you already have a good look at the subject. It is the beginning to get familiar with the content.

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Writing skills are an important part of communication.  Good writing skills allow you to communicate your message with clarity .

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The points made in the video are very true. When students can explain what they have learned in written form, it helps them organise their thoughts and enhances their understanding. Note taking in mathematics I find is essential and I often ask students to write something down in their own words and then explain the concept to me.

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I fully agree with what the professor expressed in the videos. Students who use writing are more aware of the contents learned.

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I fully agree with what was said in the video ... in fact students who use writing as a method of learning are more aware and reflective than they learned ...

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Our students have to write to build a strong conceptual framework

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I think is interesting open the students to the idea that a a science work is multi language and includes, tables, numbers, drawings, schemes. I find my student studying their books or producing documents mainly worry about text. They don’t give enough value to other languages.

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Writing to learn activities certainly

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Making their own work in the end is like having their signature on something theirs.

The joy that they feel they did something important "as if they discovered the earth," that this is theirs, seals the knowledge they received from the learning process. It's like having a cooking recipe that you do not understand, but when you see and taste the unspeakable result, "was it so simple? that was all ;"

Through this process:

They feel that they produced something of their own.

They decipher concepts and ideas.

They clarify processes in their minds.

They arrange in a series step by step the learning process. That is, they learn how to learn.

Rejoice and joy is a multiplier of knowledge.

They understand that everything is blamed.

And the result is sweet.

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I agree with him. I always try to make my students reflect about what was happening and fix it on the paper. It is very helpful for them.

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I completely agree with the professor's statements. I have always adopted this method both on a personal level and by suggesting it to my students
Writing allows you to fix concepts and go back to see if there is a need is a very fine mental enjoyment

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I thin than when you have understood something you are capable of writing about it.. and you can process the information and sequence the main ideas. So writing is a very usefull tool.

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Writing means putting knowledge not only acquired but also metabolized into black and white. Building the logical sequence means creating connections, connections, finding analogies and differences, using a specific language to better relate to what is internalized, thus creating lifelong learning. The act of writing, in fact, supported by Parker and Goodkin, operates not unimportant mental / cognitive mechanisms.

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I check almost everyday in my lessons a fact that our colleague, who is the Guidance responsible at the school, says in the assessment sessions:
1-What students hear is located in the cloud, very high in the sky.
2-What students write reflects what they really understand and knor about the topic.

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Instead of just reading an external paper, students can organize their own ideas writing their own lessons. As they create them themselves, they can focus easily on what has been written before and can remember better. So, to my mind, results can be enhanced.

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It is true that most of the times students copy from their book. We as teachers should help them to understand that is better to do a piece of work using their knowledge because it helps them to know if they really  have the information and they can use it for a purpose

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I didn't use so often writing to learn activities with my students. I always ask them to make a mind map or a summary for themselves, but I will try to ask them to produce a different kind of text, essay or article. I think it could be useful for them to re-elaborate concepts for explain to other people, because for doing that, they need to understand and to use critical thinking.

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Writing activities have an essential contribution to learning notions, increasing student outcomes. In my opinion, how writing to learn activities, mathematical motives contributes to increasing student outcomes, helps to fix and systemize matter, and solve problems. It is essential to the teaching process.

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I think that writing activity requires in particular a good concentration, a right order, a valid control on the structure, language and spelling study the sciences through writing. help students better understand the processes.

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I agree with Dr. Murat that writing is a very powerful tool for learning.
Writing should not use dictation of notes or transcription from textbooks or so. Writing should include critical thinking and problematic tasks rather than reproduction of content without the ability to understand and apply. The results are much better , knowledge is durable when we use critical thinking.

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Students surely learn better when they write. Writing is important tool for learning. I think in that way, it's easier to remember. It gives them more time to critical thinking. They learn on their own mistakes.