Citations (26)
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Sharon M. Pratt, Julianne M. Coleman & John A. Dantzler. (2023) A Mixed-Methods Analysis of Fourth-Graders’ Comprehension and Their Reported Strategies for Reading Science Texts. Literacy Research and Instruction 62:1, pages 16-48.
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Courtney Karasinski. (2016) Comprehension of narratives, non-fiction, and complex syntax as predictors of science achievement. Speech, Language and Hearing 19:4, pages 203-210.
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Kristine E. Pytash. (2013) Secondary Preservice Teachers’ Development of Teaching Scientific Writing. Journal of Science Teacher Education 24:5, pages 793-810.
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Marian Manavathu & George Zhou. (2012) The Impact of Differentiated Instructional Materials on English Language Learner (ELL) Students’ Comprehension of Science Laboratory Tasks. Canadian Journal of Science, Mathematics and Technology Education 12:4, pages 334-349.
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Victor Sampson & Joi
Phelps Walker. (2012) Argument-Driven Inquiry as a Way to Help Undergraduate Students Write to Learn by Learning to Write in Chemistry. International Journal of Science Education 34:10, pages 1443-1485.
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Julianne M. Coleman, Erin M. McTigue & Laura B. Smolkin. (2011) Elementary Teachers’ Use of Graphical Representations in Science Teaching. Journal of Science Teacher Education 22:7, pages 613-643.
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Kok‐Sing Tang, Seng
Chee Tan & Jennifer Yeo. (2011) Students’ Multimodal Construction of the Work–Energy Concept. International Journal of Science Education 33:13, pages 1775-1804.
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Jennifer Kreps Frisch. (2010) The Stories They’d Tell: Pre-Service Elementary Teachers Writing Stories to Demonstrate Physical Science Concepts. Journal of Science Teacher Education 21:6, pages 703-722.
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Stephen Ritchie, Donna Rigano & Ann Duane. (2008) Writing an Ecological Mystery in Class: Merging genres and learning science. International Journal of Science Education 30:2, pages 143-166.
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Articles from other publishers (17)
Oya Ağlarcı Özdemir & Fatma Önen Öztürk. (2022) Science Fiction as an Instructional Strategy: Foundations, Procedures, and Results for Pre-service Teachers. International Journal of Science and Mathematics Education 21:1, pages 187-209.
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Avi Hofstein & Muhamad Hugerat. 2021. Teaching and Learning in the School Chemistry Laboratory. Teaching and Learning in the School Chemistry Laboratory
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Fatma Yaman. (2021) Examining students’ quality and perceptions of argumentative and summary writing within a knowledge generation approach to learning in an analytical chemistry course. Chemistry Education Research and Practice 22:4, pages 985-1002.
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Gavin W. Fulmer, Jihyun Hwang, Chenchen Ding, Brian Hand, Jee K. Suh & William Hansen. (2020) Development of a questionnaire on teachers' knowledge of language as an epistemic tool. Journal of Research in Science Teaching 58:4, pages 459-490.
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So Lim Kim & Deoksoon Kim. (2021) English learners’ science-literacy practice through explicit writing instruction in invention-based learning. International Journal of Educational Research Open 2, pages 100029.
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Engida H. Gebre & Joseph L. Polman. (2020) From “context” to “active contextualization”: Fostering learner agency in contextualizing learning through science news reporting. Learning, Culture and Social Interaction 24, pages 100374.
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Fatma Yaman. (2017) Effects of the Science Writing Heuristic Approach on the Quality of Prospective Science Teachers’ Argumentative Writing and Their Understanding of Scientific Argumentation. International Journal of Science and Mathematics Education 16:3, pages 421-442.
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Susan Feez & Frances Quinn. (2017) Teaching the distinctive language of science: An integrated and scaffolded approach for pre-service teachers. Teaching and Teacher Education 65, pages 192-204.
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Chi-Chin Chin, Wei-Cheng Yang & Hsiao-Lin Tuan. (2015) Argumentation in a Socioscientific Context and its Influence on Fundamental and Derived Science Literacies. International Journal of Science and Mathematics Education 14:4, pages 603-617.
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VICTOR SAMPSON, PATRICK ENDERLE, JONATHON GROOMS & SHELBIE WITTE. (2013) Writing to Learn by Learning to Write During the School Science Laboratory: Helping Middle and High School Students Develop Argumentative Writing Skills as They Learn Core Ideas. Science Education 97:5, pages 643-670.
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YING-CHIH CHEN, BRIAN HAND & LEAH McDOWELL. (2013) The Effects of Writing-to-Learn Activities on Elementary Students’ Conceptual Understanding: Learning About Force and Motion Through Writing to Older Peers. Science Education 97:5, pages 745-771.
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Meghan A. Rector, Ross H. Nehm & Dennis Pearl. (2012) Learning the Language of Evolution: Lexical Ambiguity and Word Meaning in Student Explanations. Research in Science Education 43:3, pages 1107-1133.
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Andy Cavagnetto & Brian Hand. 2012. Perspectives on Scientific Argumentation. Perspectives on Scientific Argumentation
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Stephen M. Ritchie, Gillian Kidman & Tanya Vaughan. (2006) Professional learning opportunities from uncovering cover stories of science and science teaching for a scientist-in-transition. Cultural Studies of Science Education 2:1, pages 225-242.
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