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Examining the Literacy Component of Science Literacy: 25 Years of Language Arts and Science Research.

PUBLISHED | 2016 in International Journal of Science Education [IF: 1.24]
DOI | 10.1080/09500690305018
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Abstract
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 behavioralist and logico-mathematical interpretations of human learning and by reductionist research approaches, while the later years reflected an applied cognitive science and constructivist interpretations of learning and a wider array of research approaches that recognizes the holistic nature of teaching and learning. The early years focus on coding oral language into categories reflecting source of speech, functional purpose, level of question and response, reading research focused on the readability of textbooks using formulae and the reader's decoding skills, and writing research was not well documented since the advo...
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References149
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Estimated H-index: 18
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Estimated H-index: 40
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Estimated H-index: 27
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Estimated H-index: 3
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Estimated H-index: 13
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Estimated H-index: 9
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Estimated H-index: 28
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Estimated H-index: 20
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Cited by351
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Estimated H-index: 27
(State University of New York System),
Alissa A. Lange2
Estimated H-index: 2
(Rutgers University),
Douglas H. Clements45
Estimated H-index: 45
(State University of New York System)
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Estimated H-index: 19
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Estimated H-index: 7
(Tallahassee Community College)
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Estimated H-index: 3
(Iowa State University),
Vivian Z. Wang2
Estimated H-index: 2
(Iowa State University),
Cinzia Cervato6
Estimated H-index: 6
(Iowa State University)
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Estimated H-index: 8
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Estimated H-index: 6
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Estimated H-index: 61
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