Peer reviewed
Direct linkERIC Number: EJ1142034
Record Type: Journal
Publication Date: 2017-Apr
Pages: 6
Abstractor: ERIC
ISBN: N/A
ISSN: ISSN-0276-928X
EISSN: N/A
An Argument for Learning. Science Teachers and Students Build Literacy through Text-Based Investigations
Greenleaf, Cynthia; Brown, Willard R.
Learning Professional, v38 n2 p56-60, 70 Apr 2017
This article describes how participants in the California Teacher Inquiry Network learn the art of making their invisible thinking processes visible, helping them see more clearly that they have internal resources to help students master similar kinds of thinking processes.
Descriptors: Science Teachers, Science Instruction, Inquiry, Cognitive Processes, Thinking Skills, Persuasive Discourse, Content Area Reading, Teaching Methods, Reading Materials, Evidence, Classroom Environment, Barriers, Grade 9
Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 800-727-7288; Fax: 513-523-0638; e-mail: office@learningforward.org; Web site: https://learningforward.org/publications/jsd
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 9; Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California; Illinois (Chicago)
Grant or Contract Numbers: N/A
