Science education and literacy: Imperatives for the developed and developing world
This article explores current language-based research aimed at promoting scientific literacy and examines issues of language use in schools, particularly where science teaching and learning take place in teachers' and learners' second language. Literature supporting the premise that promoting reading, writing, and talking while "doing science" plays a vital role in effective teaching and learning of the subject is highlighted. A wide range of studies suggest that, whether in homogenous or language-diverse settings, science educators can make a significant contribution to both understanding science and promoting literacy.Uploaded by: Paul Webb
Author: Webb, Paul | ORCID: https://orcid.org/0000-0002-4118-8973
Institution: Nelson Mandela University | Centre: DIGI-FACE
Type: Journal article | English | Peer Reviewed
Published: Science | 328(5977) | AAAS (American Association for the Advancement of Science)
Date: 2010 | Pages: 448 – 450.
Copyright: American Association for the Advancement of Science