Writing and Learning in the Science Classroom

  • Carolyn S. Wallace
  • Brian Hand
  • Vaughan Prain

Part of the Science & Technology Education Library book series (CTISE, volume 23)

Table of contents

  1. Front Matter
    Pages i-v
  2. Carolyn S. Wallace, Brian Hand, Vaughan Prain
    Pages 1-8
  3. Carolyn S. Wallace, Brian Hand
    Pages 91-104
  4. Brian Hand, Vaughan Prain, Carolyn S. Wallace
    Pages 105-121
  5. Carolyn S. Wallace, Brian Hand, Vaughan Prain
    Pages 123-135
  6. Back Matter
    Pages 137-152

About this book

Introduction

This volume is of interest to science educators, graduate students, and classroom teachers. The book will also be an important addition to any scholarly library focusing on science education, science literacy, and writing.
This book is unique in that it synthesizes the research of the three leading researchers in the field of writing to learn science: Carolyn S. Wallace, Brian Hand, and Vaughan Prain. It includes a comprehensive review of salient literature in the field, detailed reports of the authors' own research studies, and current and future issues on writing in science.
The book is the first to definitely answer the question, "Does writing improve science learning?". Further, it provides evidence for some of the mechanisms through which learning occurs. It combines both theory and practice in a unique way. Although primarily a tool for research, classroom teachers will also find many practical suggestions for using writing in the science classroom.

Keywords

ETA children education language learning literacy perception research science science education

Authors and affiliations

  • Carolyn S. Wallace
    • 1
  • Brian Hand
    • 2
  • Vaughan Prain
    • 3
  1. 1.The University of GeorgiaAthensUSA
  2. 2.Iowa State UniversityAmesUSA
  3. 3.LaTrobe UniversityBendigoAustralia

Bibliographic information

  • DOI https://doi.org/10.1007/978-1-4020-2018-6
  • Copyright Information Springer Science+Business Media B.V. 2004
  • Publisher Name Springer, Dordrecht
  • eBook Packages Springer Book Archive
  • Print ISBN 978-1-4020-5708-3
  • Online ISBN 978-1-4020-2018-6
  • Series Print ISSN 1878-0482
  • Series Online ISSN 1878-0784
  • About this book