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Language and literacy in science educationaa

Description:

Science in secondary schools has tended to be viewed mainly as a 'practical subject', and language and literacy in science education have been neglected. But learning the language of science is a major part of science education: every science lesson is a language lesson, and language is a major barrier to most school students in learning science. This accessible book explores the main difficulties in the language of science and examines practical ways to aid students in retaining, understanding, reading, speaking and writing scientific language.

Jerry Wellington and Jonathan Osborne draw together and synthesize current good practice, thinking and research in this field. They use many practical examples, illustrations and tried-and-tested materials to exemplify principles and to provide guidelines in developing language and literacy in the learning of science. They also consider the impact that the growing use of information and communications technology has had, and will have, on writing, reading and information handling in science lessons.

The authors argue that paying more attention to language in science classrooms is one of the most important acts in improving the quality of science education. This is a significant and very readable book for all student and practising secondary school science teachers, for science advisers and school mentors.

Read more

Editorial Reviews

Review

"This book is a must for teachers in training as well as those colleagues already practicing. The book is just as useful to primary teachers as it is to the targeted market of secondary science teachers." - Len Newton (Jnl of Biological Education)

About the Author

Professor Jerry Wellington taught science in Tower Hamlets, London before moving to the University of Sheffield where he has extensive experience of teaching on PGCE courses, MEd and EdD work, INSET for teachers and mentor training programmes. His most recent publications include Teaching and Learning with Multimedia (Routledge 1997), Practical Work in School Science: which way now? (Routledge, 1998), Teaching and Learning: Secondary Science (Routledge 2000) and Science Dictionary (Questions Publishing 1998). He has also written several science textbooks for schools.

Dr Jonathan Osborne is a senior lecturer in science education at King's College London. Prior to that he was an advisory teacher with the ILEA and taught physics in secondary schools for nine years in Inner London. He is a co-editor of several books - the most recent being Good Practice in Science Teaching: What Research Has to Say (Open University Press, 2000) and the report Beyond 2000 Science Education for the Future. He has a wide ranging set of research interests including young children's understanding of science, pupils'
attitudes to science and teaching about the history and philosophy of science. He is the author of several articles on alternatives to practical work and regularly runs workshops on this theme and writing in science.

Details:

Visit the Open University Press Store

Language and literacy in science educationaa

Product ID: U0335205984
Condition: New

AED12679

Price includes VAT & Import Duties
Type: Paperback
Availability: In Stock

Quantity:

|

Order today to get by 7-14 business days

Delivery fee of AED 20. Free for orders above AED 200.

Returns & Warranty policies

Imported From: United States

At BOLO, we work hard to ensure the products you receive are new, genuine, and sourced from reputable suppliers.

Every product in the BOLO catalogue is sourced through our Verified Global Supply Network of verified sellers, authorized distributors or directly from the manufacturer.

Each product undergoes thorough inspection and verification at our consolidation and fulfilment centers to ensure it meets our strict authenticity and quality standards before being shipped and delivered to you.

If you ever have concerns regarding the authenticity of a product purchased from us, please contact Bolo Support. We will review your inquiry promptly and, if necessary, provide documentation verifying authenticity or offer a suitable resolution.

Your trust is our top priority, and we are committed to maintaining transparency and integrity in every transaction.

While we strive to display accurate information, variations in packaging, labeling, instructions, or formulation may occasionally occur due to regional differences or supplier updates. For detailed or manufacturer-specific information, please contact the brand directly or reach out to BOLO Support for assistance.

Unless otherwise stated, all prices displayed on the product page include applicable taxes and import duties.

BOLO operates in accordance with the laws and regulations of United Arab Emirates. Any items found to be restricted or prohibited for sale within the United Arab Emirates will be cancelled prior to shipment. We take proactive measures to ensure that only products permitted for sale in United Arab Emirates are listed on our website.

All items are shipped by air, and any products classified as “Dangerous Goods (DG)” under IATA regulations will be removed from the order and cancelled.

All orders are processed manually, and we make every effort to process them promptly once confirmed. Products cancelled due to the above reasons will be permanently removed from listings across the website.

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Visit the Open University Press Store

Language and literacy in science educationaa

Product ID: U0335205984
Condition: New
Language and literacy in science educationaa-0
Type: Paperback

AED12679

Price includes VAT & Import Duties
Availability: In Stock

Quantity:

|

Order today to get by 7-14 business days

Delivery fee of AED 20. Free for orders above AED 200.

Returns & Warranty policies

Imported From: United States

At BOLO, we work hard to ensure the products you receive are new, genuine, and sourced from reputable suppliers.

Every product in the BOLO catalogue is sourced through our Verified Global Supply Network of verified sellers, authorized distributors or directly from the manufacturer.

Each product undergoes thorough inspection and verification at our consolidation and fulfilment centers to ensure it meets our strict authenticity and quality standards before being shipped and delivered to you.

If you ever have concerns regarding the authenticity of a product purchased from us, please contact Bolo Support. We will review your inquiry promptly and, if necessary, provide documentation verifying authenticity or offer a suitable resolution.

Your trust is our top priority, and we are committed to maintaining transparency and integrity in every transaction.

While we strive to display accurate information, variations in packaging, labeling, instructions, or formulation may occasionally occur due to regional differences or supplier updates. For detailed or manufacturer-specific information, please contact the brand directly or reach out to BOLO Support for assistance.

Unless otherwise stated, all prices displayed on the product page include applicable taxes and import duties.

BOLO operates in accordance with the laws and regulations of United Arab Emirates. Any items found to be restricted or prohibited for sale within the United Arab Emirates will be cancelled prior to shipment. We take proactive measures to ensure that only products permitted for sale in United Arab Emirates are listed on our website.

All items are shipped by air, and any products classified as “Dangerous Goods (DG)” under IATA regulations will be removed from the order and cancelled.

All orders are processed manually, and we make every effort to process them promptly once confirmed. Products cancelled due to the above reasons will be permanently removed from listings across the website.

Description:

Science in secondary schools has tended to be viewed mainly as a 'practical subject', and language and literacy in science education have been neglected. But learning the language of science is a major part of science education: every science lesson is a language lesson, and language is a major barrier to most school students in learning science. This accessible book explores the main difficulties in the language of science and examines practical ways to aid students in retaining, understanding, reading, speaking and writing scientific language.

Jerry Wellington and Jonathan Osborne draw together and synthesize current good practice, thinking and research in this field. They use many practical examples, illustrations and tried-and-tested materials to exemplify principles and to provide guidelines in developing language and literacy in the learning of science. They also consider the impact that the growing use of information and communications technology has had, and will have, on writing, reading and information handling in science lessons.

The authors argue that paying more attention to language in science classrooms is one of the most important acts in improving the quality of science education. This is a significant and very readable book for all student and practising secondary school science teachers, for science advisers and school mentors.

Read more

Editorial Reviews

Review

"This book is a must for teachers in training as well as those colleagues already practicing. The book is just as useful to primary teachers as it is to the targeted market of secondary science teachers." - Len Newton (Jnl of Biological Education)

About the Author

Professor Jerry Wellington taught science in Tower Hamlets, London before moving to the University of Sheffield where he has extensive experience of teaching on PGCE courses, MEd and EdD work, INSET for teachers and mentor training programmes. His most recent publications include Teaching and Learning with Multimedia (Routledge 1997), Practical Work in School Science: which way now? (Routledge, 1998), Teaching and Learning: Secondary Science (Routledge 2000) and Science Dictionary (Questions Publishing 1998). He has also written several science textbooks for schools.

Dr Jonathan Osborne is a senior lecturer in science education at King's College London. Prior to that he was an advisory teacher with the ILEA and taught physics in secondary schools for nine years in Inner London. He is a co-editor of several books - the most recent being Good Practice in Science Teaching: What Research Has to Say (Open University Press, 2000) and the report Beyond 2000 Science Education for the Future. He has a wide ranging set of research interests including young children's understanding of science, pupils'
attitudes to science and teaching about the history and philosophy of science. He is the author of several articles on alternatives to practical work and regularly runs workshops on this theme and writing in science.

Details:

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