Teaching the distinctive language of science
An integrated and scaffolded approach for pre-service teachers
Bibliographic Data
| ID | 12086994 |
|---|---|
| Authors | Susan Feez (0000-0003-0977-2640, University of New England, corresponding author), Frederick Quinn (0000-0002-3144-3416, University of New England) |
| Year | 2017 |
| Volume | 65 |
| Pages | 192-204 |
| Publication date | 2017-04-07 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Teaching and Teacher Education (JOURNAL) |
| Journal identifiers | ISSN: 0742-051X • E-ISSN: 1879-2480 |
| Publisher | Elsevier BV (PUBLISHER) |
| DOI | 10.1016/j.tate.2017.03.019 |
| OpenAlex | W2604410829 |
| Language | EN |
| Citations received | 5 |
| References cited | 34 |
Bridge (graph theory · Business · Curriculum · Mathematics education · Pedagogy · Science education · Science learning · Service (business · Sociology · Teaching method · Computer Science · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Medicine · Psychology · Science Education and Pedagogy
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The role of teachers’ disciplinary semiotic knowledge in supporting young bi/multilingual learners’ academic and reflexive multiliteracies
Investigation of pre-service science teachers’ scientific text activities as a way of reading comprehension in science education
Scoping review of conceptions of literacy in middle school science
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Analysis of Expert Readers in Three Disciplines
Examining the literacy component of science literacy
How literacy in its fundamental sense is central to scientific literacy
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Preparing Content Area Teachers for Disciplinary Literacy Instruction
Approaches to Developing Content Area Literacies
Disciplinary Literacy
Disciplinary Literacy in Science
What Does It Take
Knowledge and Teaching
| Unique citing works | 5 |
|---|---|
| Citations per year | 1 |
| Citation span | 2021 - 2026 (6) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 5 |