Journal article
Writing for learning in secondary science: Rethinking practices
Teaching and teacher education, Vol.12(6), pp.609-626
11/01/1996
DOI: 10.1016/S0742-051X(96)00003-0
Abstract
There is now considerable debate over the kinds of writing tasks that will enable secondary students to learn about science and to demonstrate scientific understanding. Advocates of modernist and postmodernist perspectives propose different genres as necessary to achieve very contrasting agendas. This paper presents an overview and analysis of the claims and counterclaims of these competing positions. Drawing on this overview and research on writing for learning including the authors' classroom-based research, a model is proposed to guide writing for learning in junior secondary science.
Details
- Title: Subtitle
- Writing for learning in secondary science: Rethinking practices
- Creators
- Vaughan Prain - La Trobe UniversityBrian Hand - La Trobe University
- Resource Type
- Journal article
- Publication Details
- Teaching and teacher education, Vol.12(6), pp.609-626
- Publisher
- Elsevier Ltd
- DOI
- 10.1016/S0742-051X(96)00003-0
- ISSN
- 0742-051X
- eISSN
- 1879-2480
- Language
- English
- Date published
- 11/01/1996
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371116502771
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