Abstract
The study of the relationship between discourse and conceptual understanding in science education begins with Piaget (1924/69) and Vygotsky (1962) who saw speaking as instrumental in the process of acquiring knowledge. It develops through the cognitive and developmental psychology of researchers such as Bruner (1983) who focus on the processes of the mind, and is joined by the sociolinguistic research in science education which has developed rapidly since the late 1970s.
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Boulter, C. (1997). Discourse and Conceptual Understanding in Science. In: Davies, B., Corson, D. (eds) Oral Discourse and Education. Encyclopedia of Language and Education, vol 3. Springer, Dordrecht. https://doi.org/10.1007/978-94-011-4417-9_24
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DOI: https://doi.org/10.1007/978-94-011-4417-9_24
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