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The aim of this study is to develop a measurement instrument to investigate science teachers' perceptions toward writing and the use of writing as learning strategies in their learning environments. Aligned with the focus of the study, a Likert-type survey was developed through the previously developed international scale adaptation and literature review process. Using quantitative methodology and descriptive research method, the scale was implemented to 131 science teachers working at publicdoi:10.17051/io.2015.60822 fatcat:fhuf2dnjcrchxlw4rzto6zbwje