Developing pupils' written expression of procedural understanding through the use of writing frames in science: Findings from a case study approach

International Journal of Science Education

Volumn 25, Issue 2, 2003, Pages 173-192

  Warwick, Paul ^a   Stephenson, Philip ^a   Webster, Jane ^a   Bourne, Jane ^b  

^a UNIVERSITY OF CAMBRIDGE   (United Kingdom)

^b Suffolk County Council   (United Kingdom)

Author keywords

[No Author keywords available]

Indexed keywords

EDUCATION; PERCEPTION;

EID: 1042267039     PISSN: 09500693     EISSN: None     Source Type: Journal    
DOI: 10.1080/09500690210163251     Document Type: Article

References (33)

1. APU (Assessment of Performance Unit) (1988) Science at age 11: a review of Survey findings 1980-84 (London: HMSO).
2. BOURNE, J. and WARWICK, P. (2000) Science writing frames: some case studies (Ipswich: Suffolk County Council).
3. BROWN, A. (1980) Metacognitive development and reading. In R. Spiro, B. Bruce, and W. Brewer (eds), Theoretical Issues in Reading Comprehension (Hillsdale, NJ: Erlbaum).
4. BRUNER, J. S. (1964) The course of cognitive growth. American Psychologist, 19, 1-15.
5. BYRNE, D. (1997) Science 1. In A. Cross and G. Peet (eds), Teaching Science in the Primary School: Book One (Plymouth: Northcote House), 106-121.
6. DEREWIANKA, B. (1990) Exploring How Texts Work (Newtown, NSW: PETA).
7. DFEE (Department for Education and Employment) (1998) The National Literacy Strategy (Norwich: HMSO).
8. DFEE/QCA (Department for Education and Employment/Qualifications and Curriculum Authority) (1999) Science - The National Curriculum for England: Key Stages 1-4 (Norwich: HMSO).
9. DURKIN, K. (1995) Developmental Social Psychology (Oxford: Blackwell).
10. FREEDMAN, A. and MEDWAY, P. (eds) (1994) Genre and the New Rhetoric (London: Taylor & Francis).
11. GOTT, R. and DUGGAN, S. (1995a) Investigative Work in the Science Curriculum (Buckingham: Open University Press).
12. GOTT, R. and DUGGAN, S. (1995b) The place of investigations in practical work in the UK National Curriculum for science. International Journal of Science Education, 17(2), 137-147.
13. GOTT, R. and DUGGAN, S. (1996) Practical work: its role in the understanding of evidence in science. International Journal of Science Education, 18(7), 791-806.
14. KUTNICK, P. and ROGERS, C. EDS (1994) Groups in Schools (London: Cassell).
15. LAVE, J. and WENGER, E. (1991) Situated learning: legitimate peripheral participation (Cambridge: Cambridge University Press).
16. LIGHT, P. and LITTLETON, K. (1999) Social Processes in Children's Learning (Cambridge: Cambridge University Press).
17. LITTLEFAIR, A. (1991) Reading All Types of Writing (Buckingham: Open University Press).
18. LUBBEN, F. and MILLAR, R. (1996) Children's ideas about the reliability of experimental data. International Journal of Science Education, 18(8), 955-968.
19. MARTIN, J. and ROTHERY, J. (1986) What a functional approach to the writing task can show teachers about 'good writing'. In B. Couture (ed), Functional Approaches to Writing: Research Perspectives (London: Frances Pinter), 241-262.
20. MILLAR, R., LUBBEN, F., GOTT, R. and DUGGAN, S. (1994) Investigating in the school science laboratory: conceptual and procedural knowledge and their influence on performance. Research Papers in Education, 9(2), 207-248.
21. OSBORNE, R. and FREYBERG, P. (1985) Learning in Science: The Implications of Children's Science (London: Heinemann).
22. PALINSCAR, A. and BROWN, A. (1984) Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities. Cognition and Instruction, 1(2), 117-175.
23. QCA (Qualifications and Curriculum Authority) (2001) Available online: http://www.qca.org.uk/ca/5-14/af1/index.asp
24. RUSSELL, T. and HARLEN, W. (1990) Assessing Science in the Primary Classroom: Practical Tasks (London: Paul Chapman).
25. RUSSELL, T. and WATT, D. (1990) SPACE Research Reports: Growth (Liverpool: Liverpool University Press).
26. SALOMON, G. (1993) No distribution without individual's cognition: a dynamic interactional view. In G. Salomon (ed.), Distributed Cognitions: Psychological and Educational Considerations (Cambridge: Cambridge University Press), 111-138.
27. SPACE (Science Processes and Concept Exploration) Research Reports - various authors: Evaporation and Condensation (1990), Growth (1990), Materials (1991), Forces (1998) (Liverpool: Liverpool University Press).
28. SUFFOLK LEA (1999) Science Writing Frames: Key Stage 2 & 3 (Ipswich: Suffolk County Council).
29. VYGOTSKY, L. S. (1962) Thought and Language (Cambridge, MA: Massachusetts Institute of Technology Press).
30. VYGOTSKY, L. S. (1978) Mind in Society (Cambridge, MA: Harvard University Press).
31. WARWICK, P., SPARKS LINFIELD, R. and STEPHENSON, P. (1999) A comparison of primary school pupils' ability to express procedural understanding in science through speech and writing. International Journal of Science Education, 21(8), 823-838.
32. WRAY, D. and LEWIS, M. (1997) Extending Literacy: Children Reading and Writing Nonfiction (London: Routledge).
33. WRIGHT, H. (1999) Developing writing skills to raise achievement in Science and English at KS2. In Multicultural Teaching (Stoke-on-Trent: Trentham Books), 43-47.