Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22763
Title: 
Authors: 
Subjects: 
Primary science education
Writing to learn
Language of science
Systemic functional linguistics
Issue Date: 
2020
Publisher: 
Office of Education Research, National Institute of Education, Singapore
Citation: 
Tang, K. S. (2020). Formalising disciplinary literacy teaching in primary science through a writing-to-learn approach. National Institute of Education (Singapore), Office of Education Research.
Abstract: 
Disciplinary literacy is the ability to use the specialised language and representations of a discipline to construct knowledge and participate effectively in the discipline. Despite its central role in accessing scientific knowledge (Norris & Phillips, 2003), disciplinary literacy is seldom taught explicitly in schools. In recent years, there is an increasing awareness of this problem in the educational community. For instance, the Common Core State Standards in the U.S. explicitly list several reading and writing standards for literacy in science and technical subjects for various grade levels, such as writing explanatory texts and maintaining the norms and conventions of scientific writing. In Singapore, the importance of disciplinary literacy is also beginning to gain traction in MOE and NIE (ELIS, 2013).
Description: 
Note: Restricted to NIE staff.
URI: 
Project number: 
OER 06/14 TKS
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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