Literaturnachweis - Detailanzeige
| Autor/inn/en | Donovan, Carol; Coleman, Julianne |
|---|---|
| Titel | Teaching Teachers: The Language of Science in the Reading and Writing of Student Scientists |
| Quelle | In: Science and Children, 56 (2018) 1, S.62-67 (6 Seiten)
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0036-8148 |
| Schlagwörter | Science Instruction; Teaching Methods; Scaffolding (Teaching Technique); Scientists; Persuasive Discourse; Discourse Modes; Writing Instruction; Reading Comprehension; Scientific Literacy; Language Usage; Elementary School Students; Science Process Skills; Kindergarten |
| Abstract | The language of science, which emphasizes reasoning about the causes and conditions of scientific phenomenon and use of visuals to convey information, can be difficult for young readers and writers without a lot of teacher scaffolding (Pappas and Varelas 2009). It is important that teachers understand these linguistic requirements to support students' writing and reading of the many genres of science. Teachers may need additional resources in this area. This article introduces the different genres used in the work of doing science: (1) Information report; (2) Explanation; (3) Procedures; and (4) Argumentation. It offers information about each genre and provides examples of how they differ in purpose and language features across several topics so teachers can do more to support their young scientists' reasoning as they read, write, and talk about scientific phenomena. (ERIC). |
| Anmerkungen | National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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