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- W2026006924 abstract "Educators have argued the need for greater attention on how teachers learn to teach writing in science (Kelly and Bazerman in Appl Linguist 24(1):28–55, 2003 KellyGJBazermanCHow students argue scientific claims: A rhetorical-semantic analysisApplied Linguistics2003241285510.1093/applin/24.1.28[Crossref], [Web of Science ®] , [Google Scholar]; Martin in Writing science: literacy and discursive power. University of Pittsburgh Press, Pittsburgh, pp 166–202, 1993 MartinJRHallidayMAKMartinJRLiteracy in science: Learning to handle text as technologyWriting science: Literacy and discursive power1993Pittsburgh, PAUniversity of Pittsburgh Press166202 [Google Scholar]). This article summarizes the findings of a qualitative study of five science preservice teachers as they experienced a unit of study, an inquiry-based instructional framework for the teaching of writing. Results found initially the science preservice teachers did not have knowledge of specific instructional approaches to teach writing. The science preservice teachers engaged in critical and analytical reading and writing, which enhanced their knowledge of writing and how to teach writing. The unit of study approach to writing may offer teacher educators a way to engage science preservice teachers in a method to teach scientific writing." @default.
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- W2026006924 date "2013-09-01" @default.
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- W2026006924 title "Secondary Preservice Teachers’ Development of Teaching Scientific Writing" @default.
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- W2026006924 doi "https://doi.org/10.1007/s10972-013-9338-z" @default.
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