Chemistry Reference
In-Depth Information
Hofstein, A., Navon, O., & Mamlok-Naaman, R. (2005). Developing students
ability to ask more
and better questions resulting from inquiry-type chemistry laboratories. Journal of Research in
Science Teaching, 42 (7), 791-806.
Johnstone, A. H., & Selepeng, D. (2001). A language problem revisited. Chemical Education
Research and Practice, 2 , 19-29.
Johnstone, A., & Wham, A. J. B. (1982). The demands of practical work. Education in Chemistry,
3 , 71-73.
KMK. (2005). Bildungsstandards im Fach Chemie f
'
ur den mittleren Bildungsabschluss Beschluss
vom 16.12.2004 . Neuwied: Luchterhand.
Korpan, C. A., Bisnaz, G. L., & Bisnaz, J. (1997). Assessing literacy in science: Evaluation of
scientific new briefs. Science Education, 81 (5), 515-532.
Lee, O. (2001). Culture and language in science education: What do we know and what do we need
to know? Journal of Research in Science Teaching, 38 , 499-501.
Lee, O. (2005). Science education with English language learners: Synthesis and research agenda.
Review of Educational Research, 75 , 491-530.
Lee, O., & Fradd, S. H. (1998). Science for all, including students from non-English language
backgrounds. Educational Researcher, 27 , 12-21.
Lee, V., & Smith, J. B. (1995). Effects of high school restructuring and size on gains in
achievement and engagement for early secondary school students. Sociology of Education,
68 , 241-247.
Lee, V., Smith, J., Croninger, J. B., & Robert, G. (1997). How high school organization influences
the equitable distribution of learning in mathematics and science. Sociology of Education, 70 ,
128-150.
Lee, O., Maaerten-Rivera, J., Buxton, C., Penfield, R., & Secada, W. G. (2009). Urban elementary
teachers
perspectives on teaching science to English language learners. Journal of Science
Teacher Education, 20 , 263-286.
Lemke, J. (1989). Making test talk. Theory Into Practice, 28 , 136-141.
Lynch, S. (2001). “Science for all” is not equal to “One size fits all”: Linguistic and cultural
diversity and science education reform. Journal of Research in Science Teaching, 38 , 622-627.
Markic, S. (2011). Lesson plans for student language heterogeneity while learning about “matter
and its properties . Paper presented at the 9th ESERA Conference, Lyon, FR. Retrieved June
12, 2012, from http://lsg.ucy.ac.cy/esera/e_book/base/ebook/strand3/ebook-esera2011_
MARKIC-03.pdf .
Markic, S. (2012). Lesson plans for students language heterogeneity while learning science. In
S. Markic, D. di Fuccia, I. Eilks, & B. Ralle (Eds.), Heterogeneity and cultural diversity in
science education and science education research (pp. 41-52). Aachen: Shaker.
Markic, S., Broggy, J., & Childs, P. (2013). How to deal with linguistic issues in the chemistry
classroom. In I. Eilks & A. Hofstein (Eds.), Teaching chemistry—a studybook (pp. 127-152).
Rotterdam: Sense.
Moore, F. M. (2007). Language in science education as a gatekeeper to learning, teaching and
professional development. Journal of Research in Science Teaching, 18 , 319-343.
Nespor, J. (1987). The role of beliefs in the practice of teaching. Journal of Curriculum Studies,
19 , 317-328.
Norris, S. P., & Philips, L. M. (1994). Interpreting pragmatic meaning when reading popular
reports on science. Journal of Research in Science Teaching, 31 , 947-964.
Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific
literacy. Science Education, 87 , 224-240.
NRC—National Research Council (1996) National science education standards. Washington,
National Academy
Pawan, F., & Ortloff, J. H. (2011). Sustaining collaboration: English-as-a-second-language and
content area teachers. Teaching and Teacher Education, 27 , 463-471.
Penfield, J. (1987). ESL: The content-area classroom teacher
'
s perspective. TESOL Quarterly, 21 ,
'
21-39.
Search WWH ::




Custom Search