Writing and Learning in the Science Classroom科学课堂中的协作与学习

　　This volume is of interest to science educators, graduate students, and classroom teachers. The book will also be an important addition to any scholarly library focusing on science education, science literacy, and writing.
　　This book is unique in that it synthesizes the research of the three leading researchers in the field of writing to learn science: Carolyn S. Wallace, Brian Hand, and Vaughan Prain. It includes a comprehensive review of salient literature in the field, detailed reports of the authors' own research studies, and current and future issues on writing in science.
　　The book is the first to definitely answer the question, "Does writing improve science learning?". Further, it provides evidence for some of the mechanisms through which learning occurs. It combines both theory and practice in a unique way. Although primarily a tool for research, classroom teachers will also find many practical suggestions for using writing in the science classroom.

Chapter 1. Introduction. Does Writing Promote Learning in Science?
Chapter 2. Evidence from the Literature for Writing as a Mode of Science Learning
Chapter 3. Cognitive, Constructivist Mechanisms for Learning Science through Writing
Chapter 4. The Role of Language in Science Learning and Literacy
Chapter 5. A Research Program on Writing for Learning in Science, 1992-2002
Chapter 6. Using a Science Writing Heuristic to Promote Learning from Laboratory
Chapter 7. Children's Views of Writing to Learn
Chapter 8. Teacher's Perceptions of Writing to Learn Strategies
Chapter 9. Breakthroughs, Classroom Implications, On-going and Future Research
References
Index