Literaturnachweis - Detailanzeige
| Autor/in | Keys, Carolyn W. |
|---|---|
| Titel | Revitalizing Instructions in Scientific Genres: Connecting Knowledge Production with Writung to Learn in Science. |
| Quelle | In: Science education, 83 (1999) 2, S. 115-130Infoseite zur Zeitschrift |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0036-8326 |
| Schlagwörter | Bildung; Wissen; Denken; Kommunikation; Verstehen; Schule; Lehrer; Lernen; Bedeutsames Lernen; Erklärung; Experiment; Unterrichtsmethode; Traditioneller Unterricht; Kreatives Schreiben; Schreiben; Naturwissenschaften; Wissenschaft; Daten; Theorie; Wissenszuwachs |
| Abstract | This article explores the history and theoretical paradigms associated with writing to laern in science, including the debate surrounding the teaching of traditional scientific genres that has received attention in Australia and the United Kingdom. It is asserted that unique features of writing in traditional scientific genres, such as experiment, explanation, and report, promote reflection and the production of new knowledge, especially through the formation of meaningful inferences for data. The author presents sample data illustrating the potential for meaningful laerning associated with writing in communicative genres, considers the limited potential of creative writing for developing scientific understandings, and recasts a description of scientific genres in light of contemporary classroom practices. |
| Erfasst von | Arbeitsgruppe Didaktik der Physik, Universität Kassel |
| Update | 2001_(CD) |
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