File(s) under permanent embargo
Writing as a learning tool in science: lessons learnt and future agendas
In this chapter, we first review the two dominant accounts from the 1990s of the role of writing as a learning tool in science, including relevant classroom-based research, as a basis for analysing current research agendas in this area. The increased use of new technologies to practice science and represent processes and findings, linked to recognition of the multi-modal nature of science as a discourse, has led to new accounts of the role of writing in learning science at school. Current studies have begun to shift emphasis from pedagogical conditions focused only on writing to examining how writing relates to other representational modes in the learning process. This expanded view of the role of the languages of science as learning tools requires carefully constructed research studies of appropriate pedagogical strategies to support student learning about modal interdependency.
History
Title of book
Second international handbook of science educationVolume
24Series
Springer international handbooks of educationChapter number
88Pagination
1375 - 1384Publisher
Springer Science+Business Media B.V.Place of publication
Dordrecht, The NetherlandsPublisher DOI
ISBN-13
9781402090417Language
engPublication classification
B1.1 Book chapterCopyright notice
2012, Springer Science+Business Media B.V.Extent
96Editor/Contributor(s)
B Fraser, K Tobin, C McRobbieUsage metrics
Categories
No categories selectedLicence
Exports
RefWorks
BibTeX
Ref. manager
Endnote
DataCite
NLM
DC