Abstract:

Different methods and techniques should be used in learning environments for meaningful structuring of knowledge and permanent learning in Social Studies course. This study, which aims to reveal the experiences of fifth-grade middle school students on the use of writing-to-learn activities in the Social Studies course, was conducted in the phenomenology design, one of the qualitative research approaches. The participants of the study consisted of 15 fifth grade students studying in a middle school in Erzincan city center. Purposive sampling technique was used to determine the participants. A semi-structured interview form was used as a data collection tool. The data obtained were analyzed and interpreted using content analysis method. It was concluded that the use of writing-to-learn activities in the Social Studies course increased student achievement and that these activities positively affected the attitude towards the course. It can be said that writing-to-learn activities improve students' writing skills and contribute to the development of skills such as thinking, communicating and problem solving. In addition, the participants emphasized that such writing activities should be included more in the lessons.

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