Global Developments in Literacy Research for Science Education
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Beschreibung
This book highlights recent developments in literacy research in science teaching and learning from countries such as Australia, Brazil, China, Finland, Germany, Hong Kong, New Zealand, Norway, Singapore, Spain, South Africa, Sweden, Taiwan, and the United States. It includes multiple topics and perspectives on the role of literacy in enhancing science teaching and learning, such as the struggles faced by students in science literacy learning, case studies and evaluations of classroom-based interventions, and the challenges encountered in the science classrooms. It offers a critical and comprehensive investigation on numerous emerging themes in the area of literacy and science education, including disciplinary literacy, scientific literacy, classroom discourse, multimodality, language and representations of science, and content and language integrated learning (CLIL). The diversity of views and research contexts in this volume presents a useful introductory handbook for academics, researchers, and graduate students working in this specialized niche area. With a wealth of instructional ideas and innovations, it is also highly relevant for teachers and teacher educators seeking to improve science teaching and learning through the use of literacy.
This book highlights recent developments in literacy research in science teaching and learning from countries such as Australia, Brazil, China, Finland, Germany, Hong Kong, New Zealand, Norway, Singapore, Spain, South Africa, Sweden, Taiwan, and the United States. It includes multiple topics and perspectives on the role of literacy in enhancing science teaching and learning, such as the struggles faced by students in science literacy learning, case studies and evaluations of classroom-based interventions, and the challenges encountered in the science classrooms. It offers a critical and comprehensive investigation on numerous emerging themes in the area of literacy and science education, including disciplinary literacy, scientific literacy, classroom discourse, multimodality, language and representations of science, and content and language integrated learning (CLIL). The diversity of views and research contexts in this volume presents a useful introductory handbook for academics,researchers, and graduate students working in this specialized niche area. With a wealth of instructional ideas and innovations, it is also highly relevant for teachers and teacher educators seeking to improve science teaching and learning through the use of literacy.
Reflects the growing research base on literacy research within science education Provides new ideas and perspectives on the integration of literacy to enhance science teaching and learning Offers a diversity of approaches showcasing how researchers in different parts of the world address literacy-related issues in the science classrooms
Reflects the growing research base on literacy research within science education
Provides new ideas and perspectives on the integration of literacy to enhance science teaching and learning
Offers a diversity of approaches showcasing how researchers in different parts of the world address literacy-related issues in the science classrooms
Autor*in
Kok-Sing Tang
Themen in »Global Developments in Literacy Research for Science Education«
science teaching science learning English Second Language Learners chemistry education multimodal literacy language in science education curriculum policy curriculum development reading science writing science multilingual science classrooms language of science secondary science classroom literacy research for science education science literacy learning