NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1016038
Record Type: Journal
Publication Date: 2013-Jun
Pages: 7
Abstractor: As Provided
Reference Count: 11
ISBN: N/A
ISSN: ISSN-0036-6811
Interpreting Students' Writings: Misconception or Misrepresentation?
Seah, Lay Hoon
School Science Review, v94 n349 p109-115 Jun 2013
This article demonstrates one particular difficulty of interpreting students' use of language in science classrooms: determining whether a student's writing indicates a misconception or a misrepresentation. Students' written assignments from a case study are used to illustrate instances where multiple interpretations are possible. These examples indicate that teaching the language of school science is essential if students are to be well equipped to demonstrate their scientific knowledge. Some suggestions for facilitating the learning of the language of school science are also provided. (Contains 4 figures and 2 tables.)
Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 7; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia