Access Surface provides description only. This included more knowledge of authentic uses of writing in the science discipline, general writing-to-learn strategies, and assessment of student ideas and information in writing and not only writing skills.
Seven main findings resulted from this research. The teachers also needed support in better understanding the nature of science and scientific inquiry, and in how to negotiate the social and cultural factors that influence their pedagogical decisions in order to use writing in more authentic ways.
The findings indicated that the teachers were using writing in some of the ways supported by science and literacy education, but there were many areas of writing in science in which teachers could use support and education. Recommended Citation Glen, Nicole J. This study suggests that teacher educators and administrators must learn more about how teachers understand their role as elementary teachers, as teachers of writing and science, and the environments within which they work in order to help them move toward authentic literacy and science writing practices.
These practices were related to their understanding of scientific writing. Factors that influence teacher beliefs and practices" The teachers believed that scientific writing is factual, for the purpose of communicating about science, and is not as creative or "fun" as other types of writing.
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The purpose of this study was to understand: Teaching and Leadership - Dissertations. This was a qualitative case study conducted in one suburban school with four elementary teachers. Although many studies have investigated the cognitive gains students acquire when they write in science, these writing-to-learn studies have typically been conducted with only middle and secondary school students.
Full text is available to ProQuest subscribers. Few studies have explored how teachers, particularly elementary teachers, understand the use of writing in science and the factors that influence their science and writing lessons.The PEN/E.
O. Wilson Literary Science Writing Award celebrates writing that exemplifies literary excellence on the subject of the physical or biological sciences and communicates complex scientific concepts to a lay audience. The winner receives a cash award of $10, and will be honored at the PEN Literary Awards Ceremony.
AIP Science Writing Award Winners Announced Share This WASHINGTON, D.C., OCTOBER 20, -- The American Institute of Physics announced today the winners of its Science Communication Awards for Books, Articles, Writing for Children, and Broadcast and New Media.
Supporting Students’ Writing in Elementary Science: Tools to Facilitate Revision of Inquiry-Based Compositions Xavier Fazio & Tiffany Gallagher Brock University St. Catharines, Ontario, Canada evidence, and explanation, as well as the scientific and writing conventions used. The teachers believed that scientific writing is factual, for the purpose of communicating about science, and is not as creative or "fun" as other types of writing.
Writing in elementary school science: Factors that influence teacher beliefs and practices. Author. Nicole J. Glen, "Writing in elementary school science: Factors that. The annual NSTA Awards and Recognition Program recognizes exceptional and innovative science educators.
The program was created to raise awareness and exposure of the outstanding work being done in the science education field. there may be variances to these criteria; the NSTA Awards and Recognitions Committee should be consulted in writing.
Award-Winning Writing Program Time4Writing offers a quality product that is both award-winning and environmentally friendly. All of our 8-week online writing courses are taught by certified teachers who provide individualized assignments and personalized feedback to students from grades 2 through 12 in a virtually paperless way.Download