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 metacognition—this review illuminates the constructs of writing that yield conceptual learning in science. In so doing, this article also provides a framework that can be used to evaluate writing-to-learn assignments in science, and it documents a new era in research on writing to learn in science by showing the increased rigor that has characterized studies in this field during the past decade.

中文翻译：

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科学写作与概念学习：作业分析

这篇对46篇发表文章的系统回顾研究了科学课程中学生写作到写作作业中所使用的构造和赋予写作的意义。通过使用与获得最大学习收益相关的作业组成部分（意思是做出，明确的期望，互动的写作过程和元认知），这篇评论阐明了产生科学概念学习的写作结构。这样，本文还提供了一个可用于评估科学写作到学习任务的框架，并且通过展示在这方面的研究表现出的更高的严谨性，记录了科学写作学习研究的新时代。在过去的十年中。