Ontological, Epistemological, Linguistic and Pedagogical Considerations of Language and Science Literacy: Empowering Research and Informing Instruction; Canada, September 2002

建议召开一次题为“语言和科学素养的本体论、认识论、语言学和教育学考量：赋权研究和信息教学”的会议。会议的重点是(1)为理解和发展语言与科学素养之间的联系发展理论框架，(2)建立一个对课堂研究项目感兴趣的研究人员小组，这些研究项目侧重于从实践中衍生的关键问题语言和科学素养问题。一个前提是，研究需要专注于确定哪些科学素养做法在课堂上有效，并解释为什么这些做法有效。会议将讨论(1)澄清说、读、写和听在小学、中学、中学、大专和研究生环境中的真实科学学习社区中的作用，(2)探索信息技术对语言和科学素养的影响，(3)建立涉及语言、信息技术、科学和科学素养的当代理论框架，以及(4)巩固和扩大由专业科学家、应用认知科学家、语言和科学研究人员、研究生和教师教育人员组成的国际、跨学科和代际网络。会议将从探索科学的本质开始，做科学的语言成分，科学素养中的本体论和认识论考虑，信息技术对语言产生和处理的影响，以及语言、科学和科学学习之间的关键关系。它将继续总结最近关于科学素养的口头和书面演讲的探索结果。会议结束时将概述一些未来研究的途径，一些对课堂实践的影响，以及一些对教师教育的应用。

A conference on "Ontological, Epistemological, Linguistic and Pedagogical Considerations of Language and Science Literacy: Empowering Research and Informing Instruction" is proposed. The emphases of the conference are (1) the development of theoretical framework for understanding and developing language-science literacy connections and (2) establishing a group of researchers interested in classroom-based research projects focused on critical, practice-derived issues language and science literacy issues. A premise is that research needs to focus on determining what science literacy practices work in the classroom and build explanations of why these work. The conference will address (1) clarification of the roles of speaking, reading, writing, and listening in authentic science learning communities in elementary, middle, secondary, post-secondary, and post-graduate settings, (2) exploration of the influences of information technologies on language and science literacy, (3) the establishment of a contemporary theoretical framework involving language, information technology, science and science literacy, and (4) the consolidation and extension of international, interdisciplinary and intergenerational network of professional scientists, applied cognitive scientists, language and science researchers, graduate students, and teacher educators.The conference will begin by exploring the nature of science, the linguistic components of doing science, the ontological and epistemological considerations in science literacy, the influence of information technology on language production and processing, and the critical relationships between language, science, and science learning. It will continue by summarizing the results of recent explorations of oral and written discourse on science literacy. The conference will conclude by outlining some avenues for future research, some implications for classroom practice, and some applications for teacher education.