The Effects of Writing to Learn Activities on the 10th Grade on Teaching of Ecosystem Ecology

Abstract

Purpose: The aim of this study is to determine the effect of Writing to Learning (WTL) activities on learning in teaching the subject of Ecosystem Ecology, which is taught in the biology courses in the 10th grade of high school and to examine the course process carried out with WTL activities in terms of student views. Design/Methodology/Approach: In the research, explanatory mixed research design, one of the mixed method research designs, was used. The study group of the research consists of 87 students studying in the 10th grade of a high school in the center of Bayburt in the spring term of the 2021-2022 academic year. As a data collection tool in the research; Preliminary Knowledge Test (PKT), Ecosystem Ecology Achievement Test (EEAT) and Interview Form (IF) were used. Shapiro-Wilk Test, one of the normality tests, was used in the analysis of quantitative data. Since the data obtained from both tests used in the study did not meet the normal distribution conditions, Mann-Whitney U and Kruskal-Wallis H tests were applied as non-parametric tests. On the other hand, content analysis method was used to analyze qualitative data. Findings: As a result of the analysis of the data obtained from the EEAT, it was determined that the letter and the diary from the activities of WTL increased the success of the 10th grade students in Ecosystem Ecology. Considering the letter and diary from these activities, it was determined that the letter writing activity contributed more to academic success than the diary writing activity. According to the analysis of the data obtained from the IF, it was determined that the students' views on the WTL activities were positive. Highlights: As a result of the results obtained from the findings, it is thought that it is important to support the use of WTL activities in secondary level biology courses to increase student outcomes.