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Learning to argue and arguing to learn: Developing scientific argumentation skills in pre-service chemistry teachers
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Fostering science teachers’ language awareness: Exploring the impact on teachers’ oral interactions with students to support science writing
The role of language in science learning and teaching has been a focus of science education research for over three decades. This rich body of research has led to the insight that learning the language of science is constitutive of learning science: simultaneously with participating in classroom activities and conversations, describing observations and constructing conceptual understanding, students must begin to appropriate the language of science.
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Open Access