Bridging the Gap Between the Language of Science and the Language of School Science Through the Use of Adapted Primary Literature
Bridging the Gap Between the Language of Science and the Language of School Science Through the Use of Adapted Primary Literature
复制标题
通过使用改编的小学文献来弥合科学语言和学校科学语言之间的差距
DOI：
10.1007/s11165-008-9111-z
复制
发表时间：
2009
影响因子：
2.3
通讯作者：
S. Norris
中科院分区：
文献类型：
--
作者：
L. Phillips;S. Norris
在本文中，我们提出的情况下，学校科学的语言和科学的语言是广泛的分歧。我们将这种分歧追溯到一种简单的阅读观点，这种观点不仅在科学教育中流行，而且在大多数学校教育中流行。基于语言在科学中的重要性以及语言在捕捉科学推理本质方面的作用，我们得出结论，将阅读视为一种探究形式有助于使两种语言更加一致。我们建议使用改编的小学文学作为一个课程和教学创新，可以在说明阅读的性质作为调查有用。
In this paper we make the case that the language of school science and the language of science are widely divergent. We trace the divergence to a simple view of reading that prevails not only in science education but in most of schooling. Based upon the importance of language in science and the role of language in capturing the essential nature of scientific reasoning, we conclude that conceiving of reading as a form of inquiry could assist in bringing the two languages more into alignment. We recommend the use of adapted primary literature as one curriculum and instruction innovation that can be useful in illustrating the nature of reading as inquiry.