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E-grāmata: Language and Literacy in Science Education

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Language and Literacy in Science EducationPalielināt
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Science in secondary schools has tended to be viewed mainly as a 'practical subject', and language and literacy in science education have been neglected. But learning the language of science is a major part of science education: every science lesson is a language lesson, and language is a major barrier to most school students in learning science. This accessible book explores the main difficulties in the language of science and examines practical ways to aid students in retaining, understanding, reading, speaking and writing scientific language.

Jerry Wellington and Jonathan Osborne draw together and synthesize current good practice, thinking and research in this field. They use many practical examples, illustrations and tried-and-tested materials to exemplify principles and to provide guidelines in developing language and literacy in the learning of science. They also consider the impact that the growing use of information and communications technology has had, and will have, on writing, reading and information handling in science lessons.

The authors argue that paying more attention to language in science classrooms is one of the most important acts in improving the quality of science education. This is a significant and very readable book for all student and practising secondary school science teachers, for science advisers and school mentors.

Recenzijas

"This book is a must for teachers in training as well as those colleagues already practicing. The book is just as useful to primary teachers as it is to the targeted market of secondary science teachers." - Len Newton

Foreword iv Jay L. Lemke Acknowledgements vi Introduction: the importance of language in science education 1(8) Looking at the language of science 9(15) Talk of the classroom: language interactions between teachers and pupils 24(17) Learning from reading 41(22) Writing for learning in science 63(19) Discussion in school science: learning science through talking 82(21) Writing text for learning science 103(15) Practical ploys for the classroom 118(20) Last thoughts 138(4) Appendix 1: Measuring the readability of text 142(3) Appendix 2: Resources 145(1) References 146(5) Index 151
Jonathan Osborne is the Shriram Family Professor of Science Education at Stanford University. He started his career teaching physics in London schools before joining King's College London in 1985 where he worked until 2008, when he moved to Stanford. He has researched into the nature of science and argumentation, attitudes to science and science education for public understanding.
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