Sustainable Language Support Practices in Science Education: Technologies and Solutions

Zhang, Felicia (Editor)/ Lidbury, Brett Andrew (Editor)/ Richardson, Alice Marion (Editor)/ Yates, Brian Francis (Editor)/ Gardiner, Michael Guy (Editor)

ISBN 10: 1613500629 / ISBN 13: 9781613500620

Verlag: Information Science Pub, 2011

Beschreibung

1st edition. 495 pages. 11.50x8.75x1.00 inches. In Stock.

Bestandsnummer des Verkäufers x-1613500629

Bibliografische Details

• Titel: Sustainable Language Support Practices in Science Education: Technologies and Solutions
• Verlag: Information Science Pub
• Erscheinungsjahr: 2011
• Sprache: Englisch
• ISBN-10: 1613500629
• ISBN-13: 9781613500620
• Einband: Hardcover
• Zustand: Brand New

Über diesen Titel

Inhaltsangabe

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.

Reseña del editor

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.