نبذة مختصرة : In the dissertation, writing-to-learn is defined as writing with the aim to gain insight into taught subject matter and topic knowledge of it. For this type of learning, it is assumed that a writing-to-learn process underlies students’ writing activities. To initiate the process, a teacher assigns students writing tasks about studied subject matter. Additionally, students are provided with instruction of (meta)cognitive strategies, which is meant as an incentive for learning. The results of such writing tasks are positive, as the literature study in the dissertation (Chapter 2) shows. In the 43 reviewed studies, instruction was designed in many various ways. This led to the question, whether it was possible to categorize instruction from the reviewed studies into four types of instruction. It appeared to be possible. The following step was to study effects of the most prominent type of instruction by means of two quasi experiments in teacher education (chapter 3) and another two in prevocational education (chapter 4). The quasi experiments were executed in the disciplines biology and mathematics. In teacher training, experimental students’ scores appeared larger than those of control students. In prevocational education, experimental mathematics students’ scores were larger than control students’ as well. However, experimental biology students’ scores were not larger than control students’. Finally, it was investigated whether evidence of the process of writing-to-learn could be determined by means of four think aloud studies, which were executed with small samples of experimental and control students from each of four quasi experiments. Reflection was considered characteristic for the process. The outcome was in accordance with the results of the quasi experiments: evidence was found for experimental students from teacher education and from prevocational mathematics education, whereas no evidence was found for students from prevocational biology education.
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