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Studies in Science Education Volume 30, 1997 - Issue 1
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Articles

Learning in School Science: The Promises and Practices of Writing

Patricia M. Rowell University of Alberta, Canada
Pages 19-56 | Published online: 26 Mar 2008

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Shingo Uchinokura. (2020) Primary and lower secondary students’ perceptions of representational practices in science learning: focus on drawing and writing. International Journal of Science Education 42:18, pages 3003-3025.
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Milo D. Koretsky, Bill J. Brooks & Adam Z. Higgins. (2016) Written justifications to multiple-choice concept questions during active learning in class. International Journal of Science Education 38:11, pages 1747-1765.
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Karen Stephens & Mark Winterbottom. (2010) Using a learning log to support students' learning in biology lessons. Journal of Biological Education 44:2, pages 72-80.
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LieslM. Hohenshell & Brian Hand. (2006) Writing‐to‐learn Strategies in Secondary School Cell Biology: A mixed method study. International Journal of Science Education 28:2-3, pages 261-289.
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Vaughan Prain. (2006) Learning from Writing in Secondary Science: Some theoretical and practical implications. International Journal of Science Education 28:2-3, pages 179-201.
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PerryD. Klein. (2006) The Challenges of Scientific Literacy: From the viewpoint of second‐generation cognitive science. International Journal of Science Education 28:2-3, pages 143-178.
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Larry Yore, GayL. Bisanz & BrianM. Hand. (2003) Examining the literacy component of science literacy: 25 years of language arts and science research. International Journal of Science Education 25:6, pages 689-725.
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Perry D. Klein. (2000) Elementary Students' Strategies for Writing-to-Learn in Science. Cognition and Instruction 18:3, pages 317-348.
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Articles from other publishers (23)

Mercè Izquierdo Aymerich. 2024. Science Teaching and a New Teacher Culture. Science Teaching and a New Teacher Culture 95 109 .
C. Slezak, J. Underwood & J. Moreno. (2018) Learning Logs and the efficacy of autonomous reflecting. Educational Research for Policy and Practice 18:2, pages 167-180.
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Aline Vieira Neves De Santana, José Firmino De Oliveira Neto & Marilda Shuvartz. (2019) (Re) Pensando las prácticas de lectura y escritura en la formación de profesores de biología: una mirada estudiantil. Bio-grafía 11:21.
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Shingo UCHINOKURA, Fukashi KITAHARA & Hiroshi SHIMOFURUTACHI. (2018) Characteristics of Pupils’ Recognition of Diagrammatic Representation in Science Learning: A Comparison with Recognition of Linguistic Representation小学生の理科学習における図的表現に対する認識の特徴. Journal of Research in Science Education 59:2, pages 217-227.
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Tuva Bjørkvold & Marte Blikstad‐Balas. (2017) Students as researchers: What and why seventh‐grade students choose to write when investigating their own research question. Science Education 102:2, pages 304-341.
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Milo D. Koretsky, Bill J. Brooks, Rachel M. White & Alec S. Bowen. (2016) Querying the Questions: Student Responses and Reasoning in an Active Learning Class. Journal of Engineering Education 105:2, pages 219-244.
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Vaughan Prain & Brian Hand. 2016. Using Multimodal Representations to Support Learning in the Science Classroom. Using Multimodal Representations to Support Learning in the Science Classroom 1 10 .
Vaughan Prain. 2015. Darwin-Inspired Learning. Darwin-Inspired Learning 327 338 .
Jeonghee Nam, Jiyeon Park & Dongwon Lee. (2012) The Impact of the Science Writing Heuristic Approach on Students' Use of Multiple Representations in Science Writing and Students' Recognition about Multiple Representations. Journal of the Korean Chemical Society 56:6, pages 759-767.
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Marianne Cormier & Miles Turnbull. (2010) Une approche littératiée : apprendre les sciences et la langue en immersion tardive (avec fonctionnement supplémentaire). The Canadian Modern Language Review 66:s1, pages S817-S840.
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Mark A. McDermott & Brian Hand. (2009) A secondary reanalysis of student perceptions of non‐traditional writing tasks over a ten year period. Journal of Research in Science Teaching 47:5, pages 518-539.
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Nicole J. Glen & Sharon Dotger. (2009) Elementary teachers’ use of language to label and interpret science concepts. Journal of Elementary Science Education 21:4, pages 71-83.
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Marianne Cormier & Miles Turnbull. (2009) Une approche littératiée : apprendre les sciences et la langue en immersion tardive. The Canadian Modern Language Review 65:5, pages 817-840.
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Christiane Blaser. (2013) Le synopsis : un outil méthodologique pour comprendre la pratique enseignante. Nouveaux cahiers de la recherche en éducation 12:1, pages 117-129.
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Vaughan Prain. 2009. Quality Research in Literacy and Science Education. Quality Research in Literacy and Science Education 151 168 .
Norris A. Armstrong, Carolyn S. Wallace & Shu-Mei Chang. (2007) Learning from Writing in College Biology. Research in Science Education 38:4, pages 483-499.
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Tamar Levin & Tili Wagner. (2006) In their Own Words: Understanding Student Conceptions of Writing Through their Spontaneous Metaphors in the Science Classroom. Instructional Science 34:3, pages 227-278.
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Suzani Cassiani de Souza & Maria José Pereira Monteiro de Almeida. (2005) Escrita no ensino de ciências: autores do ensino fundamental. Ciência & Educação (Bauru) 11:3, pages 367-382.
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Léonard P. Rivard. (2004) Are language‐based activities in science effective for all students, including low achievers?. Science Education 88:3, pages 420-442.
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Marianne Cormier, Diane Pruneau, Léonard Rivard & Sylvie Blain. (2004) Un modèle pédagogique pour améliorer l’apprentissage des sciences en milieu linguistique minoritaire. Francophonies d'Amérique:18, pages 21.
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Maria Araceli Ruiz-Primo & Min Li. (2004) On the use of students' science notebooks as an assessment tool. Studies in Educational Evaluation 30:1, pages 61-85.
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Vaughan Prain, Brian Hand & Larry Yore. 2003. Science Education Research in the Knowledge-Based Society. Science Education Research in the Knowledge-Based Society 163 171 .
Larry D. Yore, Brian M. Hand & Vaughan Prain. (2002) Scientists as writers. Science Education 86:5, pages 672-692.
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