The effect of writing to learn activities on the 10th grade on teaching of ecosystem ecology

In this study, it is aimed to examine the effect of Writing to Learning (WTL) activities on learning in teaching the subject of Ecosystem Ecology, which is taught in the biology lesson in the 10th grade of secondary school, and the course process carried out with the WTL activities in terms of student views. In the research, explanatory mixed design, one of the mixed method research designs, was used. The study group of the research consists of 87 students studying in the 10th grade of a high school in the center of Bayburt in the spring term of the 2021-2022 academic year. As a data collection tool in the research; Preliminary Knowledge Test (PKT), Ecosystem Ecology Achievement Test (EEAT) and semi-structured Interview Form (IF) were used. Shapiro-Wilk Test, one of the normality tests, was used in the analysis of quantitative data. Due to the fact that the data distributions of both tests did not meet the normal distribution condition, Kruskal-Wallis H test and Mann-Whitney U test were applied to the tests, which are non-parametric tests. Content analysis method was used in the analysis of qualitative data. As a result of the analysis of the data obtained from the EEAT, it was determined that the letter and the diary from the activities of WTL increased the success of the 10th grade students in Ecosystem Ecology. Considering the letter and diary from these activities, it was determined that the letter writing activity contributed more to academic success than the diary writing activity. From the analysis of the data obtained from the IF, it was determined that the students' views on the WTL activities were positive. Keywords: Writing to learn, ecosystem ecology, letter, daily, academic achievement.