Abstract
Taken as a whole, our studies provide data that support writing as one mode of science learning. Our research has gleaned some new understandings about how students view the mechanisms of writing to learn, and some of the types of tasks and conditions that promote learning science through writing. In this chapter, we will describe both what we consider to be breakthroughs from our work, as well as areas of research still untapped. We will also address classroom implications of the research.
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© 2004 Springer Science+Business Media New York
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Wallace, C.S., Hand, B., Prain, V. (2004). Breakthroughs, Classroom Implications, On-going, and Future Research. In: Writing and Learning in the Science Classroom. Science & Technology Education Library, vol 23. Springer, Dordrecht. https://doi.org/10.1007/978-1-4020-2018-6_9
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DOI: https://doi.org/10.1007/978-1-4020-2018-6_9
Publisher Name: Springer, Dordrecht
Print ISBN: 978-1-4020-5708-3
Online ISBN: 978-1-4020-2018-6
eBook Packages: Springer Book Archive