Reading to Learn Science as an Active Process

Autor/inn/en	Gillis, Victoria Ridgeway; MacDougall, Gregory
Titel	Reading to Learn Science as an Active Process
Quelle	In: Science Teacher, 74 (2007) 5, S.45-50 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-8555
Schlagwörter	Teaching Methods; Learning Processes; Science Education; Educational Strategies; Science Teachers; Reading Instruction; Reading Processes; Reading Strategies; Active Learning; Scoring Rubrics; United Kingdom (Reading) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Naturwissenschaftliche Bildung; Lehrstrategie; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Leseunterricht; Leseprozess; Reading strategy; Leselernstufe; Lesetechnik; Aktives Lernen; Scoring formulas; Auswertungsbogen
Abstract	One way to help students learn to read science and teach the content simultaneously is by incorporating classroom strategies that actively engage students in thinking, talking, reading, and writing about science. To maximize the probability that strategies will be effective is to use a learning cycle as a guide when designing lessons. This article describes learning cycles in science and reading, including processes involved, and teaching strategies that increase student involvement and learning. (Contains 7 figures.) (Author).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10