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020 |a9781402020186|9978-1-4020-2018-6
024 7 |a10.1007/978-1-4020-2018-6|2doi
041 |aeng
049 |aTürk Tarih Kurumu Kütüphanesi
050 4|aQ181-183.4
072 7|aJNU|2bicssc
072 7|aPD|2bicssc
072 7|aSCI063000|2bisacsh
072 7|aJNU|2thema
072 7|aPD|2thema
082 04|a507.1|223
100 1 |aWallace, Carolyn S.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
245 10|aWriting and Learning in the Science Classroom|h[electronic resource] /|cby Carolyn S. Wallace, Brian B. Hand, Vaughan Prain.
250 |a1st ed. 2004.
264 1|aDordrecht :|bSpringer Netherlands :|bImprint: Springer,|c2004.
300 |aV, 152 p. 1 illus.|bonline resource.
336 |atext|btxt|2rdacontent
337 |acomputer|bc|2rdamedia
338 |aonline resource|bcr|2rdacarrier
347 |atext file|bPDF|2rda
490 1 |aContemporary Trends and Issues in Science Education,|x1878-0784 ;|v23
505 0 |a1. Introduction. Does Writing Promote Learning in Science? -- 2. Evidence from the Literature for Writing as a Mode of Science Learning -- 3. Cognitive, Constructivist Mechanisms for Learning Science through Writing -- 4. The Role of Language in Science Learning and Literacy -- 5. A Research Program on Writing for Learning in Science, 1992–2002 -- 6. Using a Science Writing Heuristic to Promote Learning from Laboratory -- 7. Children’s Views of Writing to Learn -- 8. Teacher’s Perceptions of Writing to Learn Strategies -- 9. Breakthroughs, Classroom Implications, On-going and Future Research -- References.
520 |aThis volume is of interest to science educators, graduate students, and classroom teachers. The book will also be an important addition to any scholarly library focusing on science education, science literacy, and writing. This book is unique in that it synthesizes the research of the three leading researchers in the field of writing to learn science: Carolyn S. Wallace, Brian Hand, and Vaughan Prain. It includes a comprehensive review of salient literature in the field, detailed reports of the authors' own research studies, and current and future issues on writing in science. The book is the first to definitely answer the question, "Does writing improve science learning?". Further, it provides evidence for some of the mechanisms through which learning occurs. It combines both theory and practice in a unique way. Although primarily a tool for research, classroom teachers will also find many practical suggestions for using writing in the science classroom.
532 8 |aAccessibility summary: This PDF is not accessible. It is based on scanned pages and does not support features such as screen reader compatibility or described non-text content (images, graphs etc). However, it likely supports searchable and selectable text based on OCR (Optical Character Recognition). Users with accessibility needs may not be able to use this content effectively. Please contact us at accessibilitysupport@springernature.com if you require assistance or an alternative format.
532 8 |aInaccessible, or known limited accessibility
532 8 |aNo reading system accessibility options actively disabled
532 8 |aPublisher contact for further accessibility information: accessibilitysupport@springernature.com
650 0|aScience|xStudy and teaching.
650 0|aTeachers|xTraining of.
650 14|aScience Education.
650 24|aTeaching and Teacher Education.
700 1 |aHand, Brian B.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
700 1 |aPrain, Vaughan.|eauthor.|4aut|4http://id.loc.gov/vocabulary/relators/aut
710 2 |aSpringerLink (Online service)
773 0 |tSpringer Nature eBook
776 08|iPrinted edition:|z9781402020179
776 08|iPrinted edition:|z9781402057083
776 08|iPrinted edition:|z9789401569712
830 0|aContemporary Trends and Issues in Science Education,|x1878-0784 ;|v23
856 40|uhttps://doi.org/10.1007/978-1-4020-2018-6
912 |aZDB-2-SHU
912 |aZDB-2-SXED
912 |aZDB-2-BAE
950 |aHumanities, Social Sciences and Law (SpringerNature-11648)
950 |aEducation (R0) (SpringerNature-43721)