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.