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dc.contributor.authorShahid, Anam Fatima
dc.date.accessioned2014-10-28T17:45:19Z
dc.date.available2014-10-28T17:45:19Z
dc.date.issued2014-10-28
dc.identifier.urihttp://hdl.handle.net/1974/12598
dc.description.abstractIn broad terms, STSE is an umbrella term that explores the interplay between science and society (Pedretti, 2005). One of the goals of STSE education is to enable students to formulate a critical understanding of the interface between science, technology, society and environment. The literature on writing to learn in science sheds some light on the advantages of using writing strategies within science – whether students learn by mimicking professional scientists, or by writing in diverse forms. By extension, these writing strategies can serve to meet the goals of STSE education by enabling students to formulate a critical understanding of the interface between science, technology, society and environment. Through this paper, I wish to report on which writing strategies science teachers are currently using, and what opportunities and challenges these strategies are creating for STSE education. The purpose of this project, therefore, was to analyze and describe how science teachers might meet the goals of STSE education through the use of writing strategies.en_US
dc.language.isoenen_US
dc.subjectwritingen_US
dc.subjecteducationen_US
dc.subjectscienceen_US
dc.subjectSTSEen_US
dc.subjectcurriculumen_US
dc.titleThe Use of Writing Strategies in Science, Technology, Society and Environment (STSE) Educationen_US
dc.typeProjecten_US


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