An Argument for Learning. Science Teachers and Students Build Literacy through Text-Based Investigations

Autor/inn/en	Greenleaf, Cynthia; Brown, Willard R.
Titel	An Argument for Learning. Science Teachers and Students Build Literacy through Text-Based Investigations
Quelle	In: Learning Professional, 38 (2017) 2, S.56-60 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	Science Teachers; Science Instruction; Inquiry; Cognitive Processes; Thinking Skills; Persuasive Discourse; Content Area Reading; Teaching Methods; Reading Materials; Evidence; Classroom Environment; Barriers; Grade 9; California; Illinois (Chicago) + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Cognitive process; Kognitiver Prozess; Denkfähigkeit; Persuasion; Persuasive Kommunikation; Sinnerfassendes Lesen; Teaching method; Lehrmethode; Unterrichtsmethode; Evidenz; Klassenklima; Unterrichtsklima; School year 09; 9. Schuljahr; Schuljahr 09; Kalifornien
Abstract	This article describes how participants in the California Teacher Inquiry Network learn the art of making their invisible thinking processes visible, helping them see more clearly that they have internal resources to help students master similar kinds of thinking processes. (ERIC).
Anmerkungen	Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 800-727-7288; Fax: 513-523-0638; e-mail: office@learningforward.org; Web site: https://learningforward.org/publications/jsd
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01