The studies until now show that the university and vocational high school graduates can not solve problems as expected and think critically. Abilities related to perception and the ability of critical thinking provide concrete personal and professional benefits for students, it has long been known that learning by writing is an educative way that improves critical thinking. The results of the studies related to this subject show that in biology education the critical thinking ability of the students that learn by writing develops notwithstanding gender, age and race; on the other hand, the students learning without writing do not develop the aforementioned ability. In addition, it was emphasized that a considerable improvement in their analysis and deduction abilities was observed. In this context, in this study, it was aimed to discuss how learning by writing can contribute to the students' learning in biology education and what kind of a view defining the deficiencies can provide.