Writing and Learning in the Science Classroom

Nonfiction, Science & Nature, Science, Other Sciences, Study & Teaching, Reference & Language, Education & Teaching, Teaching, Teaching Methods
Cover of the book Writing and Learning in the Science Classroom by Vaughan Prain, Carolyn S. Wallace, Brian B. Hand, Springer Netherlands
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Author: Vaughan Prain, Carolyn S. Wallace, Brian B. Hand ISBN: 9781402020186
Publisher: Springer Netherlands Publication: March 31, 2004
Imprint: Springer Language: English
Author: Vaughan Prain, Carolyn S. Wallace, Brian B. Hand
ISBN: 9781402020186
Publisher: Springer Netherlands
Publication: March 31, 2004
Imprint: Springer
Language: English

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.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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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