Investigation of a hybrid design book based on the writing to learn activities supported learning environment in the seventh-grade electrical energy unit

The training of individuals as science literate requires the use of different, non-traditional methods in science education. One of these methods is writing to learn activities. Unlike traditional writing activity based on repeat knowledge, the base of the writing to learn approach is to build own knowledge of students to support meaningful learning. Learning environments that enhance the motivation of students allows writing activities to be more effective. In this study, the writing to learn activities was presented in a hybrid book enriched with multimedia tools as the augmented reality technology. A hybrid book is printed material that displays multimedia such as videos, pictures, animations, 3D pictures through the camera of a mobile device. Aim of this study is reveal the effects of integrating a hybrid book with "writing to learn" activities based on multi modal representations on science learning. The study sample consisted of 30 students in seventh-grade science classes in Turkey. Quasi-experimental design is employed in this study. Therefore, a non-equivalent pretest-posttest control group design will use to identify the effects of the proposed approach on the motivations for learning science and academic achievements of the students. Moreover, interview method is used to reveal students' opinions of the learning environment organized based on this approach. According to results of achievement test, the Hybrid Design Book based on the Writing to Learn Activities supported learning environment increased the students' achievement.