Language and Literacy in Science Education

ISBN-10: 0335205984
ISBN-13: 9780335205981
Edition: 2001
List price: $43.00 Buy it from $6.33
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Description: This text explores the main difficulties in the language of science and examines practical ways to aid students in retaining, understanding, reading, speaking and writing scientific language.

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Book details

List price: $43.00
Copyright year: 2001
Publisher: McGraw-Hill Education
Publication date: 3/1/2001
Binding: Paperback
Size: 6.00" wide x 8.75" long x 0.50" tall
Weight: 0.550
Language: English

This text explores the main difficulties in the language of science and examines practical ways to aid students in retaining, understanding, reading, speaking and writing scientific language.

My current interests and publications lie mainly two areas: firstly in the study of research methodology and methods; and secondly in the area of practice and policy in post-graduate education, particularly at doctoral level. In this second area, I am currently looking at the impact of the professional doctorate on people�s lives and professional practice. I am also writing in the area of educational publishing and how this has evolved, building on some of my earlier publications in this area.

Jonathan Osborne is the Shriram Family Professor of Science Education at Stanford University, USA. He started his career teaching physics in London schools before joining King's College London, UK in 1985 where he worked until 2008 before moving to Stanford.Justin Dillon is Professor of Science and Environmental Education and Head of the Science and Technology Education Group at King's College London, UK. He started his career teaching science in London schools before joining King's College London, UK in 1989. He is President of the European Science Education Research Association and an editor of the International Journal of Science Education. He is Editor of Becoming a Teacher 3e (Open University Press, 2007).

Acknowledgements
Introduction the importance of language in science education
Looking at the language of science
Talk of the classroom language interactions between teachers and pupils
Learning from reading
Writing for learning in science
Discussion in school science learning science through talking
Writing text for learning science
Practical ploys for the classroom
Last thoughts
References
Appendix
Index

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