It is a challenge in undergraduate education within science, technology, engineering, and mathematics (STEM) to move students from the rote memorization of facts to a deeper appreciation of the concepts that unite scientific processes.
Many assignments are focused upon learning-to-write – the goal of which is to improve student scientiﬁc writing (Moskovitz and Kellogg, 2011). Less frequently, assignments are targeted towards writing-to-learn (WTL) – using writing to improve student understanding of content, concepts, and the scientiﬁc method (Reynolds et al, 2012). WTL assignments are typically short and focussed upon applying a concept to a new scenario using published research.
I use Writing to Learn assignments in Life Science 3A03. Sample: Writing to Learn sample