Relevant bibliographies by topics / Science Language and education

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Science Language and education'

Author: Grafiati
Published: 4 June 2021
Last updated: 9 February 2022

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Journal articles on the topic "Science Language and education"

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McKinley, Elizabeth, Pauline McPherson Waiti, and Beverley Bell. "Language, culture and science education." International Journal of Science Education 14, no. 5 (1992): 579–95. http://dx.doi.org/10.1080/0950069920140508.

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Lemmi, Catherine, Bryan A. Brown, Andrew Wild, Lynne Zummo, and Quentin Sedlacek. "Language ideologies in science education." Science Education 103, no. 4 (2019): 854–74. http://dx.doi.org/10.1002/sce.21508.

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이덕환. "Role of Language Science and Science Education." KOREAN EDUCATION ll, no. 95 (2013): 7–28. http://dx.doi.org/10.15734/koed..95.201306.7.

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Leckie, Alisa, and Amanda Wall. "Language for Science: Preservice Teachers Develop Science Concepts Through Language Study." Journal of Science Teacher Education 28, no. 5 (2017): 468–84. http://dx.doi.org/10.1080/1046560x.2017.1361727.

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Umami, Maslihatul. "Rethinking Language Education in Indonesia." Register Journal 1, no. 1 (2016): 1. http://dx.doi.org/10.18326/rgt.v1i1.1-22.

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Language education in Indonesia may be discussed by over viewing the nature of the three language categories in the country: Indonesian language, indigenous languages, and foreign languages. From the picture of how the three groups of languages work and function, the problem raised in this paper is based on two fundamental assumptions. Language education in this multilingual and multicultural country is not done on the context of literacy, on the one hand, and it is not yet considered important in comparison with that of the subjects related to basic science and technology, on the other. After
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Umami, Maslihatul Umami. "Rethinking Language Education in Indonesia." Register Journal 1, no. 1 (2016): 1. http://dx.doi.org/10.18326/rgt.v1i1.413.

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Language education in Indonesia may be discussed by over viewing the nature of the three language categories in the country: Indonesian language, indigenous languages, and foreign languages. From the picture of how the three groups of languages work and function, the problem raised in this paper is based on two fundamental assumptions. Language education in this multilingual and multicultural country is not done on the context of literacy, on the one hand, and it is not yet considered important in comparison with that of the subjects related to basic science and technology, on the other. After
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HAZEN, K. "BETTER SCIENCE BETTER SCIENCE EDUCATION." American Speech 75, no. 3 (2000): 270–73. http://dx.doi.org/10.1215/00031283-75-3-270.

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Merzyn, Gottfried. "The language of school science." International Journal of Science Education 9, no. 4 (1987): 483–89. http://dx.doi.org/10.1080/0950069870090406.

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Seah, Lay Hoon, David John Clarke, and Christina Eugene Hart. "Understanding the Language Demands on Science Students from an Integrated Science and Language Perspective." International Journal of Science Education 36, no. 6 (2013): 952–73. http://dx.doi.org/10.1080/09500693.2013.832003.

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Pérez-González, A. Beatriz. "Deconstructed Language in Higher Education Deconstructing Science." Universal Journal of Educational Research 7, no. 3 (2019): 781–89. http://dx.doi.org/10.13189/ujer.2019.070318.

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Dissertations / Theses on the topic "Science Language and education"

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Morris, Judith. "Science education and the english language learner /." Full text available, 2006. http://adt.curtin.edu.au/theses/available/adt-WCU20070523.150827.

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Vantaggi, Andrea L. "Evaluation of a Science Language Assessment for Preschool Students." University of Toledo / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1301691720.

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Simpson, Allison. "A Curriculum Design for Emergent English Language Learners in Middle School Science." Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594307218611888.

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Sughayer, Husa. "Science education and the medium of instruction: Does the language of instruction affect science achievement?" Diss., The University of Arizona, 1989. http://hdl.handle.net/10150/184896.

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The purpose of this study was to determine if there were differences in science achievement among two groups assigned to two different treatments, teaching in Arabic or English, of Arab children from three linguistic backgrounds: Arabic dominant speakers, English dominant speakers, and bilingual speakers. A secondary purpose was to investigate the effect of gender differences in science achievement. In addition, an inventory, entitled Language and Learning Science Inventory (LLSI) was administered to all the students. The sample included 51 fifth grade boys and girls enrolled in the Islamic Sa
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Heywood, David Stewart. "Interpretation and meaning in science education : hermeneutic perspectives on language in learning and teaching science." Thesis, Manchester Metropolitan University, 2000. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.311037.

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Keith, Karin J., Huili Hong, Renee Rice Moran, and LaShay Jennings. "No Time for Science: Science, Reading and Language Arts Joined at the HIIP." Digital Commons @ East Tennessee State University, 2015. https://dc.etsu.edu/etsu-works/991.

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Elementary teachers find little time to address hands-on, integrated, inquiry, problem-based (HIIP) learning during science; choosing instead to read non-fiction texts. HIIP learning, along with non-fiction texts, helps students construct understandings about an increasingly global and technological world. Presenters in this panel will share interactive ways to address HIIP learning with reading/language arts through the use of testable questions, text-sets, mentor texts, and dialogic meetings that effectively engage all participants in dynamic, democratic, and reflective conversations about t
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Destino, Thomas. "Observing a bilingual science teacher accommodating both language and content objectives /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487859313345234.

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Schilk, Janet Marie. "An ethnographic study of Native American perceptions of science and the teaching of science in a whole language framework /." The Ohio State University, 1994. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487861396023497.

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Pender, Debra J. "Integrating science through literature." CSUSB ScholarWorks, 1992. https://scholarworks.lib.csusb.edu/etd-project/724.

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Andreano, Patricia Diane. "A model for instructional integration for science and English-language development." CSUSB ScholarWorks, 2005. https://scholarworks.lib.csusb.edu/etd-project/2908.

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This project recommends a professional development model for the integration of language arts and science skills to improve the literacy and scientific proficiency of elementary students, specifically English language learners. The goal is to prepare students to score well on the fluency aspects of the advanced levels of the California English Language Development Test (CELDT).
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Books on the topic "Science Language and education"

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McComas, William F., ed. The Language of Science Education. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0.

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Schoerning, Emily. Science Culture, Language, and Education in America. Palgrave Macmillan US, 2018. http://dx.doi.org/10.1057/978-1-349-95813-9.

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Science, Department of Education and. General education: Sign language. Stationery Office, 2000.

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Yves, Quéré, ed. Langue & science. Plon, 2014.

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Department of Education and Science. General education: Science : draft. Stationery Office, 2000.

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Science education as a pathway to teaching language literacy. Sense, 2010.

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Saskatchewan. Saskatchewan Education, Training and Employment. Multicultural education and heritage language education policies. Saskatchewan Education, Training and Employment, 1994.

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Kang, Mi-ok. Multicultural education in South Korea: Language, ideology and culture in Korean language arts education. Routledge, 2015.

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Vriesenga, Daryl. Earth science: Whole language theme unit. Instructional Fair, 1991.

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Performance standards: English language arts, mathematics, science, applied learning. New Standards, 1997.

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Book chapters on the topic "Science Language and education"

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McComas, William F. "Science Education." In The Language of Science Education. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_76.

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McComas, William F. "Outdoor Science Education." In The Language of Science Education. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_60.

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McComas, William F. "Inclusive Science Education." In The Language of Science Education. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_45.

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McComas, William F. "Urban Science Education." In The Language of Science Education. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_98.

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Adúriz-Bravo, Agustín, and Andrea Revel Chion. "Language, Discourse, Argumentation, and Science Education." In Science Education. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-749-8_12.

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Bielenia-Grajewska, Magdalena, and Richard Gunstone. "Language and Learning Science." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_116.

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Bielenia-Grajewska, Magdalena, and Richard Gunstone. "Language and Learning Science." In Encyclopedia of Science Education. Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-6165-0_116-2.

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Adúriz-Bravo, Agustín, Andrea Revel Chion, and Alejandro P. Pujalte. "Scientific Language." In Encyclopedia of Science Education. Springer Netherlands, 2015. http://dx.doi.org/10.1007/978-94-007-2150-0_262.

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Adúriz-Bravo, Agustín, Andrea Revel Chion, and Alejandro P. Pujalte. "Scientific Language." In Encyclopedia of Science Education. Springer Netherlands, 2013. http://dx.doi.org/10.1007/978-94-007-6165-0_262-1.

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McComas, William F. "Academic Language in Science." In The Language of Science Education. SensePublishers, 2014. http://dx.doi.org/10.1007/978-94-6209-497-0_2.

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Conference papers on the topic "Science Language and education"

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Motloung, Amos, and Lydia Mavuru. "TEACHING LIFE SCIENCES USING SECOND LANGUAGE: HOW DO TEACHERS COPE?" In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end007.

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Language plays a pivotal role in science teaching and learning as it serves as both the medium through which the teachers and learners think and also communicate in the classrooms. Science and Life sciences in particular comprises of a unique scientific language register with a lot of technical words and terms borrowed from other languages other than English. Previous researchers acknowledged the difficulty teachers face when teaching science in a language different from their own and that of the learners. Consequently, the current study explored the various ways in which English-second-langua
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Shen, Qingfeng, and Ying Zheng. "Langue, Parole and Foreign Language Education." In 2011 International Conference on Management and Service Science (MASS 2011). IEEE, 2011. http://dx.doi.org/10.1109/icmss.2011.5997939.

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Ali, Azad, and Seever Sulainman. "Adding a new Language to VB .NET Globalization - Making the Case for the Kurdish Languages." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2993.

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Starting with the introduction of Visual Studio .NET (VS .NET) application developers can write programs that may be used for different languages listed in VB .NET globalization. However, this globalization list is incomplete and is missing many languages. Among the languages that are missing from VB globalization is the Kurdish language. This paper makes a case for adding the Kurdish language to the list used in VB .NET globalization. The paper starts by explaining about VB .NET globalization, the Kurdish language and then makes a case for adding the Kurdish language. Making the case is based
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De Raadt, Michael, Richard Watson, and Mark Toleman. "Language Trends in Introductory Programming Courses." In 2002 Informing Science + IT Education Conference. Informing Science Institute, 2002. http://dx.doi.org/10.28945/2464.

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Deciding what to teach novice programmers about programming and, in particular, which programming language to teach to novice programmers, and how to teach it, is a common topic for debate within universities. Should an industry relevant programming language be taught, or should a language designed for teaching novices be used? In order to design tools and methodologies for the teaching of novice programmers it is important to uncover what is being taught, and in turn, what will be taught in the future. A census of introductory programming courses administered within all Australian universitie
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"Track 3: Education, Language, and Social Science." In 2021 6th International Conference on Business and Industrial Research (ICBIR). IEEE, 2021. http://dx.doi.org/10.1109/icbir52339.2021.9465829.

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Mayhew, Laurel M., Noah D. Finkelstein, Mel Sabella, Charles Henderson, and Chandralekha Singh. "Learning To Communicate About Science In Everyday Language Through Informal Science Education." In 2009 PHYSICS EDUCATION RESEARCH CONFERENCE. AIP, 2009. http://dx.doi.org/10.1063/1.3266716.

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Ming Lim, Tong, and Lee Sai Peck. "Extended Object Languages for The Extolware Persistent Framework." In InSITE 2004: Informing Science + IT Education Conference. Informing Science Institute, 2004. http://dx.doi.org/10.28945/2832.

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Users interact with a database system through a set of database languages and this makes designing database languages a very challenging task to a computer software engineer. A set of well-defined database languages must be easy to learn, easy to understand and powerful enough to capture semantic of a problem domain. This paper discusses design issues of a proposed database language, namely Extended Object Language or EOL for short, for an Extolware Persistent Object framework (Lim & Lee, 1997, 1998, 1999, 2001, 2002a, 2002b, 2002c) that provide wrapping services for relational database sy
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Lisina, L. M. "COMPOSITION OF THE ENGLISH LANGUAGE." In INNOVATIVE TECHNOLOGIES IN SCIENCE AND EDUCATION. DSTU-Print, 2020. http://dx.doi.org/10.23947/itno.2020.487-491.

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Any language is in constant flux. They are especially susceptible to the lexical composition, which reacts to any innovations and phenomena of modern society: science, technology, the media and the Internet space as a whole are actively developing. Some words disappear from use, and new concepts and expressions come to replace them. As you know, it is the very process of replenishing the language system with new vocabulary that has always been of particular interest to linguists. This article is devoted to the study of modern ways of developing and replenishing the vocabulary of the English la
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Bérešová, Jana. "Challenges in Language Education." In Proceedings of the 2nd International Conference on Education Science and Social Development (ESSD 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/essd-19.2019.78.

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Parker, Kevin, Joseph Chao, Thomas Ottaway, and Jane Chang. "A Formal Process for Programming Language Evaluation for Introductory Courses." In InSITE 2006: Informing Science + IT Education Conference. Informing Science Institute, 2006. http://dx.doi.org/10.28945/2962.

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The selection of a programming language for introductory courses has long been an informal process involving faculty evaluation, discussion, and consensus. As the number of faculty, students, and language options grows, this process becomes increasingly unwieldy. As it stands, the process currently lacks structure and replicability. Establishing a structured approach to the selection of a programming language would enable a more thorough evaluation of the available options and a more easily supportable selection. Developing and documenting an instrument and a methodology for language selection
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Reports on the topic "Science Language and education"

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Metzger, Cheryn E., Samuel Rashkin, and Pat Huelman. Guidelines for Building Science Education. Office of Scientific and Technical Information (OSTI), 2015. http://dx.doi.org/10.2172/1173025.

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Metzger, Cheryn E., Pat Huelman, Samuel Rashkin, and Anne W. Wagner. Guidelines for Building Science Education. Office of Scientific and Technical Information (OSTI), 2017. http://dx.doi.org/10.2172/1398230.

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Nicole Rourke and Jason Marcks. Nevada Underserved Science Education Program. Office of Scientific and Technical Information (OSTI), 2004. http://dx.doi.org/10.2172/825601.

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Rosen, S. P., and V. L. Teplitz. Research facility access & science education. Office of Scientific and Technical Information (OSTI), 1994. http://dx.doi.org/10.2172/448055.

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Montellano, B. O. de. Culturally relevant science: An approach to math science education for Hispanics. Office of Scientific and Technical Information (OSTI), 1996. http://dx.doi.org/10.2172/503536.

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Lee, Rick. Advancing Pre-college Science and Mathematics Education. Office of Scientific and Technical Information (OSTI), 2015. http://dx.doi.org/10.2172/1295811.

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Wagner, Thomas W. Satellite Direct Readout: Opportunities for Science Education. Defense Technical Information Center, 1994. http://dx.doi.org/10.21236/ada276257.

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Harrison, George C. Research, Development, Training and Education Using the Ada Programming Language. Defense Technical Information Center, 1989. http://dx.doi.org/10.21236/ada210760.

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Campagne, Fabien, and Alexander Shatalin. More Inclusive Open Science with Language Workbench Technology [project]. ThinkLab, 2016. http://dx.doi.org/10.15363/thinklab.21.

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Campagne, Fabien, and Alexander Shatalin. More Inclusive Open Science with Language Workbench Technology [proposal]. ThinkLab, 2016. http://dx.doi.org/10.15363/thinklab.a16.

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