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Writing for learning in the junior secondary science classroom: issues arising from a case study

journal contribution
posted on 1996-01-01, 00:00 authored by Vaughan PrainVaughan Prain, B Hand
This paper reports on four participants’ perceptions of an interdisciplinary in-service programme incorporating science and English theoretical frameworks conducted with junior secondary science teachers over six months of teaching. The project aimed to examine the effects on teachers and students of the diversification of the uses of writing for learning in their classrooms. The programme focused on pragmatic issues such as specific strategies to increase opportunities for students to use writing to clarify and deepen their thinking, criteria for evaluating student writing, and effective uses of past student writing to clarify task demands. The paper focuses primarily on the effects on teachers’ sense of their roles in teaching, their sense of science as a subject, and their perceptions of the effects on student attitudes towards, and knowledge of, science as a result of the in-service programme.

History

Journal

International journal of science education

Volume

18

Issue

1

Pagination

117 - 128

Publisher

Taylor & Francis

Location

Abingdon, Eng.

ISSN

0950-0693

eISSN

1464-5289

Language

eng

Publication classification

C1.1 Refereed article in a scholarly journal

Copyright notice

1996, Taylor & Francis

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