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Learning science through learning to use its languages

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posted on 2015-11-06, 00:00 authored by Vaughan PrainVaughan Prain, B Hand
Over the last thirty years science education researchers have focused intensively on the role of language, and increasingly the languages of science, to understand how to deepen student engagement and learning in this subject. The medium for learning as well as the content has been foregrounded in this agenda. Partly this focus was prompted by Lemke’s (1990) ground-breaking work on the key role of classroom talk in this learning, and the growing recognition that students in learning science had to learn a new literacy that underpinned and characterised scientific realities (Moje, 2007). Partly this focus on richer pedagogy also arose from recognition that more effective teaching and learning practices were needed to address continuing widespread student lack of quality performance and sustained interest in this subject (Osborne & Dillon, 2008; Weinburgh, 1995). This led to an increased focus on researching the role of talk and writing as crucial epistemological tools for science learning (Halliday & Martin, 1993; Prain & Hand, 1996; Rivard & Straw, 2000; Yore, Bisanz & Hand, 2003).

History

Title of book

Using multimodal representations to support learning in the science classroom

Chapter number

1

Pagination

1 - 10

Publisher

Springer International

Place of publication

Cham, Switzerland

ISBN-13

9783319164502

ISBN-10

3319164503

Language

eng

Publication classification

B Book chapter; B1.1 Book chapter

Copyright notice

2016, Springer International Publishing Switzerland

Extent

12

Editor/Contributor(s)

B Hand,, M McDermott, V Prain

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