Writing and Learning in the Science Classroom by Carolyn S. Wallace

By Carolyn S. Wallace

This quantity is of curiosity to technology educators, graduate scholars, and school room academics. The e-book can also be a tremendous addition to any scholarly library targeting technology schooling, technological know-how literacy, and writing.
This booklet is exclusive in that it synthesizes the examine of the 3 major researchers within the box of writing to profit technology: Carolyn S. Wallace, Brian Hand, and Vaughan Prain. It contains a accomplished assessment of salient literature within the box, distinctive experiences of the authors' personal learn reports, and present and destiny matters on writing in technology.
The publication is the 1st to certainly solution the query, "Does writing increase technological know-how learning?". extra, it presents proof for a number of the mechanisms during which studying happens. It combines either conception and perform in a special approach. even if essentially a device for study, lecture room lecturers also will locate many sensible feedback for utilizing writing within the technological know-how classroom.

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Both theoretical and practical arguments have been advanced to support this approach, including claims for a closer reciprocity between everyday and scientific language, metaphors and theories. In supporting this latter argument, Sutton (1992) asserted that scientists, historically and in contemporary research, have used metaphors from non-scientific contexts to represent or encompass their emerging theories and understandings, and that a change of metaphor always signals an altered theory. Halliday and Martin (1993, p.

While writing was seen as a problem-solving approach to achieve stated goals, they highlighted the importance of content knowledge being strongly influenced by the manner of its representation to an audience. The function of representation engages the writer in having to deal with content and rhetorical knowledge in a manner that promotes transforming knowledge into something different from the original version the writer had experienced. Near the end of the 1990s, Galbraith and Torrance (1999) argued for a change to the analogy for writing as problem-solving.

Three central features for this analogy were put forward to support its use. 6). In other words, they argued that a theory of how writing is produced needed to engage with different thinking processes at each stage rather than a global view. The second point was that such an analogy focuses attention on the text itself, rather than viewing the piece of writing as an "unanalysed whole, varying in length, quality or readability, but otherwise contributing relatively little to analysis" (p. 6). In other words, analysis is needed to engage with specific textual features.

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