Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22654
Title: 
Authors: 
Subjects: 
Language demands of science
Teacher learning
Disciplinary literacy
Case study
Human circulatory system
Issue Date: 
2020
Publisher: 
Office of Education Research, National Institute of Education, Singapore
Citation: 
Seah, L. H., Pavithra Raja, & Tan, L. C. (2020). Understanding how teachers design lessons in response to the language demands of science. National Institute of Education (Singapore), Office of Education Research.
Abstract: 
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).
Description: 
Note: Restricted to NIE staff only. Contact author for access to report.
URI: 
Project number: 
OER 16/14 SLH
Grant ID: 
Education Research Funding Programme (ERFP)
Funding Agency: 
Ministry of Education, Singapore
File Permission: 
Restricted
File Availability: 
With file
Appears in Collections:OER - Reports

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