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The science curriculum encompasses a wide range of disciplines which are known to be factuallyand cognitively demanding. Written communication is a vital component of science academicperformance as it is widely recognized as one of the most common pedagogical practices toacquire knowledge. Through writing, learners are able to articulate their knowledge, processinformation, and convey it into written form. Furthermore, writing also help learners to gainbetter understanding of science concepts. The aim of this study is to examine the use of writingas a tool for learning by integrating three learning domains: cognitive, affective and behaviour.Twenty-two biology year 10 and 11 students from a secondary school in Brunei Darussalamcompleted the pre- and post- tests followed by a semi-structured interview. Results of thequantitative analysis revealed a significant improvement in students’ writing after writing-to-learn intervention. A closer look at the learning domains also showed a significant difference instudents’ learning outcome. On the other hand, the qualitative results provided an insight ofstudents’ perspective following writing-to-learn intervention. Generally, it was reported thatstudents utilized writing-to-learn as a way of organizing scientific information and help betterunderstand scientific concept. Some challenges were also discussed during this study due tostudents’ unfamiliarity of the given task. Despite the mixed outcome, this research providedsupport the use of writing-to-learn activities for the teaching of biology in the classroom.

Writing-to-learn, WTL, learning domains, Cognitive-Affective-Behaviour, Brunei