Writing and Learning in the Science Classroom [electronic resource] /

Writing and Learning in the Science Classroom [electronic resource] /

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This 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.

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Bibliographic Details
Main Authors: Wallace, Carolyn S. author., Hand, Brian. author., Prain, Vaughan. author., SpringerLink (Online service)
Format: Texto biblioteca
Language:eng
Published: Dordrecht : Springer Netherlands : Imprint: Springer, 2004
Subjects:Education., Science education., Teaching., Science Education., Teaching and Teacher Education.,
Online Access:http://dx.doi.org/10.1007/978-1-4020-2018-6
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id KOHA-OAI-TEST:175638
record_format koha
spelling KOHA-OAI-TEST:1756382018-07-30T22:54:09ZWriting and Learning in the Science Classroom [electronic resource] / Wallace, Carolyn S. author. Hand, Brian. author. Prain, Vaughan. author. SpringerLink (Online service) textDordrecht : Springer Netherlands : Imprint: Springer,2004.engThis 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.1. 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.This 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.Education.Science education.Teaching.Education.Science Education.Teaching and Teacher Education.Springer eBookshttp://dx.doi.org/10.1007/978-1-4020-2018-6URN:ISBN:9781402020186
institution COLPOS
collection Koha
country México
countrycode MX
component Bibliográfico
access En linea
En linea
databasecode cat-colpos
tag biblioteca
region America del Norte
libraryname Departamento de documentación y biblioteca de COLPOS
language eng
topic Education.
Science education.
Teaching.
Education.
Science Education.
Teaching and Teacher Education.
Education.
Science education.
Teaching.
Education.
Science Education.
Teaching and Teacher Education.
spellingShingle Education.
Science education.
Teaching.
Education.
Science Education.
Teaching and Teacher Education.
Education.
Science education.
Teaching.
Education.
Science Education.
Teaching and Teacher Education.
Wallace, Carolyn S. author.
Hand, Brian. author.
Prain, Vaughan. author.
SpringerLink (Online service)
Writing and Learning in the Science Classroom [electronic resource] /
description This 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.
format Texto
topic_facet Education.
Science education.
Teaching.
Education.
Science Education.
Teaching and Teacher Education.
author Wallace, Carolyn S. author.
Hand, Brian. author.
Prain, Vaughan. author.
SpringerLink (Online service)
author_facet Wallace, Carolyn S. author.
Hand, Brian. author.
Prain, Vaughan. author.
SpringerLink (Online service)
author_sort Wallace, Carolyn S. author.
title Writing and Learning in the Science Classroom [electronic resource] /
title_short Writing and Learning in the Science Classroom [electronic resource] /
title_full Writing and Learning in the Science Classroom [electronic resource] /
title_fullStr Writing and Learning in the Science Classroom [electronic resource] /
title_full_unstemmed Writing and Learning in the Science Classroom [electronic resource] /
title_sort writing and learning in the science classroom [electronic resource] /
publisher Dordrecht : Springer Netherlands : Imprint: Springer,
publishDate 2004
url http://dx.doi.org/10.1007/978-1-4020-2018-6
work_keys_str_mv AT wallacecarolynsauthor writingandlearninginthescienceclassroomelectronicresource
AT handbrianauthor writingandlearninginthescienceclassroomelectronicresource
AT prainvaughanauthor writingandlearninginthescienceclassroomelectronicresource
AT springerlinkonlineservice writingandlearninginthescienceclassroomelectronicresource
_version_ 1756264027891171328

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