There is nowadays extended consensus around the recognition that scientific knowledge is “dependent inextricably on language and language is also central to our ability to think [scientifically]” (Evagorou and Osborne 2010, p. 136). Language thus becomes a key element in science education: it is a tool that allows us to understand the natural world, to express our ideas on it, and to develop scientific knowledge. This paramount role of language in supporting science learning processes was acknowledged at least five decades ago, notably through the seminal work of Jerome Bruner; such acknowledgment can be attributed – at least partially – to the dissemination of Lev Vygotsky’s ideas in English. However, it was not until the 1980s, and following developments in the philosophy of science and in educational studies, that science education research began to pay attention to the linguistic aspects...
KeywordsScience Education Science Teacher Science Class Scientific Language Argumentative Discourse
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