Learning to Write and Writing to Learn in Science: Refutational Texts and Analytical Rubrics

Autor/inn/en	Dlugokienski, Amy; Sampson, Victor
Titel	Learning to Write and Writing to Learn in Science: Refutational Texts and Analytical Rubrics
Quelle	In: Science Scope, 32 (2008) 3, S.14-19 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0887-2376
Schlagwörter	Writing Across the Curriculum; Science Teachers; Scientific Literacy; Classrooms; Reading Instruction; Writing Instruction; Science Instruction; Scientific Concepts; Teaching Methods; Middle Schools + Suchen Sie Ihr Suchwort? Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Classroom; Klassenraum; Leseunterricht; Schreibunterricht; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Middle school; Mittelschule; Mittelstufenschule
Abstract	Most middle school science teachers are familiar with the idea of reading and writing across the curriculum. We, as science teachers, understand that our students need time, practice, and lots of encouragement in order to learn how to read and write well. What we also need to remember, however, is that learning how to read and write in science is an important part of scientific literacy, and it can help students understand and retain key science content (NRC 1996; Saul 2004). In this article, the authors outline a technique that science teachers can use in middle school classrooms to help students learn to write, and write to learn, in science. (Contains 2 figures.) (As Provided).
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