Science in secondary schools has tended to be viewed mainly as a
'practical subject', and language and literacy in science education
have been neglected. But learning the language of science is a
major part of science education: every science lesson is a language
lesson, and language is a major barrier to most school students in
learning science. This accessible book 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.
Jerry Wellington and Jonathan Osborne draw together and
synthesize current good practice, thinking and research in this
field. They use many practical examples, illustrations and
tried-and-tested materials to exemplify principles and to provide
guidelines in developing language and literacy in the learning of
science. They also consider the impact that the growing use of
information and communications technology has had, and will have,
on writing, reading and information handling in science
lessons.
The authors argue that paying more attention to language in
science classrooms is one of the most important acts in improving
the quality of science education. This is a significant and very
readable book for all student and practising secondary school
science teachers, for science advisers and school mentors.
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