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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.
List of contents
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.
Summary
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.
