Abstract:

This research aimed to determine the effects of different writing to learn activities on academic and laboratory achievement of pre-service science teachers, and compare writing to learn scores. In the research, writing letters and preparing posters were used as writing to learn types. In the research, quasi-experimental design with pretest-posttest control group, one of the experimental designs, was used. The research was conducted with 88 pre-service teachers attending the first year of a state university. As a data collection tool, the academic achievement test, the laboratory achievement test, and letter and poster evaluation rubrics were used. In the analysis of the obtained data, descriptive statistics, one-way ANOVA, and independent samples t-test were used as it was determined that it was suitable for parametric tests. At the end of the application, it was found that there is a significant difference between the academic and laboratory achievements of pre-service teachers in favor of letter, poster and evaluation applications. It was determined that there is no statistically significant difference between the letter writing and poster preparation scores of the pre-service teachers. Different types of writing can be prepared for different interlocutors and the effects of these activities on academic and laboratory achievements can be examined.

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