Influence of an educative intervention based on writing research reports upon the conceptual learning and the transference of knowledge to the interpretation of situations

Abstract

The effect in 10th grade students of writing a research report in their conceptual learning and in their transference of scientific knowledge to the interpretation of a hypothetic new situation is analyzed in this work, finding a significant improvement in the interpretation of the new situation. By means of a qualitative methodology, the analysis of writing research reports is deepened, finding evidences which show that it gave to the students of the study a context that favoured the development of their ability to interpret real situations and that provided several kinds of supports for their learning.