Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/22768
Title: 
Authors: 
Subjects: 
Disciplinary literacy
Science inquiry
Language
Multimodality
Explanation
Issue Date: 
2020
Publisher: 
Office of Education Research, National Institute of Education, Singapore
Citation: 
Tang, K. S. (2020). Developing disciplinary literacy instruction in the sciences. National Institute of Education (Singapore), Office of Education Research. https://hdl.handle.net/10497/22768
Abstract: 
Disciplinary literacy is the specific ways of using and thinking with the language and representations of the discipline to learn and participate in the discipline. Despite decades of research arguing its central role in helping students access scientific knowledge, disciplinary literacy is often not explicitly taught or highlighted in current science curriculum and instruction.

Although there has been some research that foregrounds disciplinary literacy in the sciences, these studies tend to focus on measuring the effectiveness of a prescribed curriculum designed outside the context of the classroom. In the Singapore context, there is a more urgent need to involve teachers in developing pedagogical models and strategies that build upon their existing teaching practices, rather than substituting them. Such an approach to research is more important for long term teacher development and sustainability of their teaching practice.
Description: 
Note: Restricted to NIE staff.
URI: 
Project number: 
OER 48/12 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

Files in This Item:
File Description SizeFormat 
OER-48-12-TKS.pdf
  Restricted Access
1.06 MBAdobe PDFView/Open
Show full item record

Page view(s)

108
checked on Jan 30, 2023

Download(s)

8
checked on Jan 30, 2023

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.