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ERIC Number: EJ592067
Record Type: Journal
Publication Date: 1999
Pages: N/A
Abstractor: N/A
Reference Count: N/A
ISSN: ISSN-0950-0693
A Comparison of Primary School Pupils' Ability To Express Procedural Understanding in Science through Speech and Writing.
Warwick, Paul; Linfield, Rachel Sparks; Stephenson, Philip
International Journal of Science Education, v21 n8 p823-38 Sep 1999
Beginning secondary students find it easier to express their understanding of scientific evidence verbally rather than in writing. Concludes that much work can be done to improve the critical nature of the dialog pupils enter into in their written work, thus making their level of procedural understanding more clear. Contains 27 references. (Author/WRM)
Publication Type: Journal Articles; Opinion Papers; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom