Language and Literacy in Science Education

Language and Literacy in Science Education

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Science in secondary schools has tended to be viewed mainly as a 'practical subject', and language and literacy in science education have been neglected. But learning the language of science is a major part of science education: every science lesson is a language lesson, and language is a major barrier to most school students in learning science. This accessible book explores the main difficulties in the language of science and examines practical ways to aid students in retaining, understanding, reading, speaking and writing scientific language.Jerry Wellington and Jonathan Osborne draw together and synthesize current good practice, thinking and research in this field. They use many practical examples, illustrations and tried-and-tested materials to exemplify principles and to provide guidelines in developing language and literacy in the learning of science. They also consider the impact that the growing use of information and communications technology has had, and will have, on writing, reading and information handling in science lessons.The authors argue that paying more attention to language in science classrooms is one of the most important acts in improving the quality of science education. This is a significant and very readable book for all student and practising secondary school science teachers, for science advisers and school mentors.
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Product details

  • Paperback | 158 pages
  • 151 x 229 x 8mm | 249.48g
  • Milton Keynes, United Kingdom
  • English
  • ed
  • reference, index
  • 0335205984
  • 9780335205981
  • 80,463

Table of contents

the importance of language in science education
Looking at the language of science
Talk of the classroom
language interactions between teachers and pupils
Learning from reading
Writing for learning in science
Discussion in school science
learning science through talking
Writing text for learning science
Practical ploys for the classroom
Last thoughts...
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Review quote

"This book is a must for teachers in training as well as those colleagues already practicing. The book is just as useful to primary teachers as it is to the targeted market of secondary science teachers." - Len Newton
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About Jerry Wellington

Jonathan Osborne is the Shriram Family Professor of Science Education at Stanford University. He started his career teaching physics in London schools before joining King's College London in 1985 where he worked until 2008, when he moved to Stanford. He has researched into the nature of science and argumentation, attitudes to science and science education for public understanding.
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