TY - BOOK
T1 - Sustainable language support practices in science education
T2 - Technologies and solutions
AU - Zhang, Felicia
AU - Lidbury, Brett Andrew
AU - Richardson, Alice Marion
AU - Yates, Brian Francis
AU - Gardiner, Michael Guy
AU - Bridgeman, Adam James
AU - Schulte, Jurgen
AU - Rodger, John Cameron
AU - Mate, Karen Elizabeth
PY - 2011
Y1 - 2011
N2 - The effective communication of science through language, including reading, writing, listening, speaking, and visual representation, is an essential part of scientific learning, understanding, and practice. Language is the medium by which scientific reasoning occurs, whether be it formal language or symbolic representations of scientific phenomena. Sustainable Language Support Practices in Science Education: Technologies and Solutions presents cases on the results of a study done in Australia on first-year university students and the impact of new techniques of language acquisition on science education. The project covered biology, chemistry, and physics. Nearly 3,400 students were involved in the project, drawn from the University of Canberra, the University of Technology-Sydney, the University of Sydney, the University of Tasmania, and the University of Newcastle in Australia. This book serves as the latest research available on meta-cognitive assessment and language needs for a diverse student body; it is a vital resource for academics and practitioners designing and implementing science education around the world today.
AB - The effective communication of science through language, including reading, writing, listening, speaking, and visual representation, is an essential part of scientific learning, understanding, and practice. Language is the medium by which scientific reasoning occurs, whether be it formal language or symbolic representations of scientific phenomena. Sustainable Language Support Practices in Science Education: Technologies and Solutions presents cases on the results of a study done in Australia on first-year university students and the impact of new techniques of language acquisition on science education. The project covered biology, chemistry, and physics. Nearly 3,400 students were involved in the project, drawn from the University of Canberra, the University of Technology-Sydney, the University of Sydney, the University of Tasmania, and the University of Newcastle in Australia. This book serves as the latest research available on meta-cognitive assessment and language needs for a diverse student body; it is a vital resource for academics and practitioners designing and implementing science education around the world today.
UR - http://www.scopus.com/inward/record.url?scp=84899208934&partnerID=8YFLogxK
U2 - 10.4018/978-1-61350-062-0
DO - 10.4018/978-1-61350-062-0
M3 - Book
AN - SCOPUS:84899208934
SN - 9781613500620
BT - Sustainable language support practices in science education
PB - IGI Global
ER -