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Writing and Learning in the Science Classroom Softcover reprint of the original 1st ed. 2004 [Pehme köide]

  • Formaat: Paperback / softback, 152 pages, kõrgus x laius: 235x155 mm, kaal: 520 g, 1 Illustrations, black and white; V, 152 p. 1 illus., 1 Paperback / softback
  • Sari: Contemporary Trends and Issues in Science Education 23
  • Ilmumisaeg: 08-Feb-2007
  • Kirjastus: Springer-Verlag New York Inc.
  • ISBN-10: 1402057083
  • ISBN-13: 9781402057083
Teised raamatud teemal:
  • Pehme köide
  • Hind: 95,02 €*
  • * hind on lõplik, st. muud allahindlused enam ei rakendu
  • Tavahind: 111,79 €
  • Säästad 15%
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  • Kogus:
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  • Tasuta tarne
  • Tellimisaeg 2-4 nädalat
  • Lisa soovinimekirja
  • Formaat: Paperback / softback, 152 pages, kõrgus x laius: 235x155 mm, kaal: 520 g, 1 Illustrations, black and white; V, 152 p. 1 illus., 1 Paperback / softback
  • Sari: Contemporary Trends and Issues in Science Education 23
  • Ilmumisaeg: 08-Feb-2007
  • Kirjastus: Springer-Verlag New York Inc.
  • ISBN-10: 1402057083
  • ISBN-13: 9781402057083
Teised raamatud teemal:
Of interest to science educators, graduate students, and classroom teachers, this book attempts to answer the question, "Does writing improve science learning?". Combining both theory and practice, it also provides evidence for some of the mechanisms through which learning occurs.

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.

Muu info

Springer Book Archives
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, 19922002.-
6. Using a Science Writing
Heuristic to Promote Learning from Laboratory.-
7. Childrens Views of
Writing to Learn.-
8. Teachers Perceptions of Writing to Learn Strategies.-
9. Breakthroughs, Classroom Implications, On-going and Future Research.-
References.