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Language and Literacy in Science Education

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Table of Contents

Acknowledgements Introduction the importance of language in science education Looking at the language of science Talk of the classroom language interactions between teachers and pupils Learning from reading Writing for learning in science Discussion in school science learning science through talking Writing text for learning science Practical ploys for the classroom Last thoughts... References Appendix Index.

About the Author

Professor Jerry Wellington taught science in Tower Hamlets, London before moving to the University of Sheffield where he has extensive experience of teaching on PGCE courses, MEd and EdD work, INSET for teachers and mentor training programmes. His most recent publications include Teaching and Learning with Multimedia (Routledge 1997), Practical Work in School Science: which way now? (Routledge, 1998), Teaching and Learning: Secondary Science (Routledge 2000) and Science Dictionary (Questions Publishing 1998). He has also written several science textbooks for schools. Dr Jonathan Osborne is a senior lecturer in science education at King's College London. Prior to that he was an advisory teacher with the ILEA and taught physics in secondary schools for nine years in Inner London. He is a co-editor of several books - the most recent being Good Practice in Science Teaching: What Research Has to Say (Open University Press, 2000) and the report Beyond 2000 Science Education for the Future. He has a wide ranging set of research interests including young children's understanding of science, pupils' attitudes to science and teaching about the history and philosophy of science. He is the author of several articles on alternatives to practical work and regularly runs workshops on this theme and writing in science.


"This book is a must for teachers in training as well as those colleagues already practicing. The book is just as useful to primary teachers as it is to the targeted market of secondary science teachers." - Len Newton

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