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Journal of Science Teacher Education Volume 25, 2014 - Issue 4
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Reading Scientifically: Practices Supporting Intertextual Reading Using Science Knowledge

Mark EnfieldElon University2015 Campus Box27244ElonNCUSACorrespondence[email protected]
Pages 395-412 | Published online: 21 Feb 2017

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Read on this site (2)

Susan McKenney & Adrie J. Visscher. (2019) Technology for teacher learning and performance. Technology, Pedagogy and Education 28:2, pages 129-132.
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Sara Sweetman & Susan Sabella. (2018) Methods and Strategies: Reading With a Purpose. Science and Children 55:8, pages 76-80.
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Articles from other publishers (5)

R M Probosari, F Widyastuti, S Sajidan, S Suranto & B A Prayitno. (2019) Improving scientific argumentation: opportunities and barriers analysis in inquiry-based scientific reading. Journal of Physics: Conference Series 1280:3, pages 032005.
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Xavier Fazio & Tiffany L. Gallagher. (2019) Science and Language Integration in Elementary Classrooms: Instructional Enactments and Student Learning Outcomes. Research in Science Education 49:4, pages 959-976.
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Riezky Maya Probosari, Fatma Widyastuti, Sajidan, Suranto & Baskoro Adi Prayitno. Students’ argument style through scientific reading-based inquiry: Improving argumentation skill in higher education. Students’ argument style through scientific reading-based inquiry: Improving argumentation skill in higher education.
R M Probosari, F Widyastuti, S Sajidan, S Suranto & B A Prayitno. (2018) Reading for tracing evidence: developing scientific knowledge through science text. Journal of Physics: Conference Series 1022, pages 012019.
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Ying-Shao Hsu, Miao-Hsuan Yen, Wen-Hua Chang, Chia-Yu Wang & Sufen Chen. (2014) CONTENT ANALYSIS OF 1998–2012 EMPIRICAL STUDIES IN SCIENCE READING USING A SELF-REGULATED LEARNING LENS. International Journal of Science and Mathematics Education 14:S1, pages 1-27.
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