Understanding how teachers design lessons in response to the language demands of science
Seah, L. H., Pavithra Raja, & Tan, L. C. (2020). Understanding how teachers design lessons in response to the language demands of science (Report No. OER 16/14 SLH). National Institute of Education (Singapore), Office of Education Research.
Seah, Lay Hoon
Tan, Lee Choo
The role of language in science learning and teaching has been a focus of science education research for over three decades (see for example, Lemke, 1990, Sutton, 1996, Wellington and Osborne, 2001). This rich body of research has led to the insight that learning the language of science is constitutive of learning science. Wellington and Osborne (2001) went so far as to argue that for many students “the greatest obstacle in learning science—and also the most important achievement—is to learn its language” (p. 3).
Office of Education Research, National Institute of Education, Singapore
Note: Restricted to NIE Staff.
OER 16/14 SLH
Education Research Funding Programme (ERFP)
Ministry of Education, Singapore