Representing science literacies: An introduction

Research in Science Education

Volumn 40, Issue 1, 2010, Pages 1-3

  Prain, Vaughan ^a   Waldrip, Bruce ^b  

^a LA TROBE UNIVERSITY   (Australia)

^b MONASH UNIVERSITY   (Australia)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 76349119012     PISSN: 0157244X     EISSN: 15731898     Source Type: Journal    
DOI: 10.1007/s11165-009-9153-x     Document Type: Editorial

References (8)

1. Australian Academy of Science. (2008). Primary Connections. www. science. org. au/primaryconnections. Retrieved June 15, 2008.
2. Ford, M., & Forman, E. A. (2006). Refining disciplinary learning in classroom contexts. Review of Research in Education, 30, 1-33.
3. Greeno, J. G., & Hall, R. P. (1997). Practicing representation: Learning with and about representational forms. Phi Delta Kappan, 78, 361-368.
4. Moje, E. (2008). Foregrounding the disciplines in secondary literacy teaching and learning: A call for change. Journal of Adolescent and Adult Literacy, 52, 96-107.
5. Norris, S., & Phillips, L. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87, 224-240.
6. Saul, E. W. (2004). Border crossing: Essays on literacy and science. Newark, DE: International Reading Association/National Science Teachers Association.
7. Shanahan, T., & Shanahan, C. (2008). Teaching disciplinary literacy to adolescents: Rethinking content area literacy. Harvard Educational Review, 78, 40-61.
8. Yore, L., Bisanz, G., & Hand, B. (2003). Examining the literacy component of science literacy: 25 years of language arts and science research. International Journal of Science Education, 25, 689-725.