Titlebook: Writing and Learning in the Science Classroom; Carolyn S. Wallace,Brian Hand,Vaughan Prain Book 20041st edition Springer Science+Business

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,Children’s Views of Writing to Learn,ty, it involves the learner in self-discovery of knowledge. As Britton (1970) originally suggested, writing allows us to “explain the matter to oneself.” This unique learning feature has the potential to he very powerful in generating new understandings. Many studies of writing to learn have include

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1878-0482 ny 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

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Cognitive, Constructivist Mechanisms for Learning Science through Writing,e and Alvermann (1994, p. 886) point out “the verification of a theoretical model of writing to learn science that fully reflects contemporary views of science learning and writing is needed.” It should be noted that while we do not yet have a current theory, we do have a richer set of possible explanations.

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,Teachers’ Perceptions of Writing to Learn Strategies, to learn strategies as described within this hook requires teachers to understand that learning is not about demonstration of knowledge, but the active construction of a deep and rich understanding of the conceptual frameworks of a topic.

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,A Research Program on Writing for Learning in Science, 1992–2002,the context of this program we defined science learning very widely to include scientific methods, concepts, and various forms of communication. However, the main focus has been on the understanding of science concepts and their application in different problem-solving contexts.

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,Children’s Views of Writing to Learn,f.” This unique learning feature has the potential to he very powerful in generating new understandings. Many studies of writing to learn have included testimonials of students, expressing their positive views of the process (Conally & Villardi, 1989).