Literaturnachweis - Detailanzeige
| Autor/inn/en | Fisher, Douglas; Grant, Maria; Frey, Nancy |
|---|---|
| Titel | Science Literacy Is Greater than Strategies |
| Quelle | In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 82 (2009) 4, S.183-186 (4 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0009-8655 |
| Schlagwörter | Reading Comprehension; Teacher Role; Scientific Literacy; Inferences; Science Instruction; Science Achievement; Vocabulary |
| Abstract | Comprehension strategies, while helpful, are not sufficient to produce student achievement at high levels. The authors examine the role of background knowledge and vocabulary in developing understanding and facilitating achievement. Through purposeful instruction in vocabulary and by building and activating background knowledge, teachers can help students absorb content. (Contains 1 table.) (As Provided). |
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| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2017/4/10 |
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