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Writing for learning in secondary science: rethinking practices

journal contribution
posted on 1996-11-01, 00:00 authored by Vaughan PrainVaughan Prain, B Hand
There is now considerable debate over the kinds of writing tasks that will enable secondary students to learn about science and to demonstrate scientific understanding. Advocates of modernist and postmodernist perspectives propose different genres as necessary to achieve very contrasting agendas. This paper presents an overview and analysis of the claims and counterclaims of these competing positions. Drawing on this overview and research on writing for learning including the authors' classroom-based research, a model is proposed to guide writing for learning in junior secondary science.

History

Journal

Teaching and teacher education

Volume

12

Pagination

609-626

Location

Kidlington, Eng.

ISSN

0742-051X

eISSN

1879-2480

Language

eng

Publication classification

C1.1 Refereed article in a scholarly journal

Copyright notice

1996, Elsevier

Issue

6

Publisher

Elsevier

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