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Larry D. Yore
University of Victoria
Citations
2636
H-index
28
Publications 104
Most Citations
Larry D. Yore28
Estimated H-index: 28
(University of Victoria),
Brian Hand24
Estimated H-index: 24
(Iowa State University)
This review, written to celebrate the 25th anniversary of the International Journal of Science Education, revealed a period of changes in the theoretical views of the language arts, the perceived roles of language in science education, and the research approaches used to investigate oral and written language in science, science teaching, and learning. The early years were dominated by behavioralis...
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Larry D. Yore28
Estimated H-index: 28
(University of Victoria),
David F. Treagust55
Estimated H-index: 55
(Curtin University)
In this final article, we briefly review and synthesize the science and language research and practice that arose from the current literature and presentations at an international conference, referred to as the first “Island Conference”. We add to the synthesis of the articles the conference deliberations and on‐going discussions of the field and also offer our views as to how such contributions c...
Ref 42Cited 201 Source Cite this paper
William G. Holliday7
Estimated H-index: 7
("University of Maryland, College Park"),
Larry D. Yore28
Estimated H-index: 28
(University of Victoria),
Donna E. Alvermann33
Estimated H-index: 33
(University of Georgia)
This article establishes a broad framework from which to interpret and evaluate the reading–science learning–writing connection. The presentation of breakthroughs, barriers, and promises is intended to outline the established links between, to identify current bottlenecks in thinking about, and to highlight productive inquiries into, print-based languages and scientific understanding. The ideas pr...
Ref 64Cited 157 Source Cite this paper
Brian Hand24
Estimated H-index: 24
(Iowa State University),
Vaughan Prain29
Estimated H-index: 29
(La Trobe University),
Chris Lawrence1
Estimated H-index: 1
... (1 others)
Science education reforms in Australia, Canada, England, New Zealand, and the United States promote a constructivist pedagogy of science leading to a contemporary view of science literacy. The reform documents provide somewhat fuzzy descriptions of critical philosophical, epistemological and pedagogical dimensions and underlying assumptions and relationships. An adequate conception of the desired ...
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Brian Hand24
Estimated H-index: 24
(Iowa State University),
Donna E. Alvermann33
Estimated H-index: 33
(University of Georgia),
James C. Gee57
Estimated H-index: 57
(University of Wisconsin-Madison)
... (5 others)
Ref 12Cited 94 Source Cite this paper
2016 in Reading Research Quarterly [IF: 1.60]
Larry D. Yore28
Estimated H-index: 28
(University of Victoria),
Brian Hand24
Estimated H-index: 24
(Iowa State University),
Susan R. Goldman39
Estimated H-index: 39
(University of Illinois at Chicago)
... (4 others)
L'article traite du potentiel et des perspectives liees a la realite transdisciplinaire entre education scientifique et litteratie, cooperation efficace dont les auteurs soulignent la solidite a travers la description d'activites langagieres et d'expression ecrite en science.
Ref 9Cited 93 Source
Larry D. Yore28
Estimated H-index: 28
(University of Victoria)
Science textbooks are dominant influences behind most secondary science instruction but little is known about teachers' approach to science reading. The purpose of this naturalistic study was to develop and validate a Science and Reading Questionnaire to assess secondary science teachers' attitudes toward science reading and their beliefs or informed opinions about science reading. A survey of 428...
Ref 7Cited 90 Source Cite this paper
Larry D. Yore28
Estimated H-index: 28
(University of Victoria),
Brian Hand22
Estimated H-index: 22
(Center for Excellence in Education),
Marilyn K. Florence4
Estimated H-index: 4
(University of Victoria)
Written and oral communications and the processes of writing and reading are highly valued within the scientific community; scientists who communicate well are successful in gaining recognition and support from members of their own communities, the research funding agencies, and the wider society. Yet how do scientists achieve this proficiency? Are expert scientists equally expert writers in and o...
Ref 40Cited 89 Source Cite this paper
Larry D. Yore28
Estimated H-index: 28
(University of Victoria),
David Pimm8
Estimated H-index: 8
(University of Alberta),
Hsiao-Lin Tuan2
Estimated H-index: 2
(National Changhua University of Education)
This opening article of the Special Issue makes an argument for parallel definitions of scientific literacy and mathematical literacy that have shared features: importance of general cognitive and metacognitive abilities and reasoning/thinking and discipline-specific language, habits-of-mind/emotional dispositions, and information communication technology strategies to prepare people for adult lif...
Ref 68Cited 87 Download Pdf Cite this paper
James A. Shymansky20
Estimated H-index: 20
(University of Iowa),
Larry D. Yore28
Estimated H-index: 28
(University of Victoria),
Ronald G. Good4
Estimated H-index: 4
(Louisiana State University)
This article is a report of elementary school teachers' beliefs about and uses of text material in science. Survey results from 522 K-8 teachers from 299 schools in the United States, Puerto Rico and the Virgin Islands were analyzed along three dimensions: teacher attitudes toward teaching of reading in science; teacher beliefs and understanding about models of reading, factors influencing science...
Ref 10Cited 62 Source Cite this paper
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