Writing in Science

Reading in Science is important, but so is writing in Science.

Speech production and perception systems used to be viewed as being functionally distinct but are now seen as being strongly interconnected.
The ‘dual stream model’ is probably the predominant explanation.
This model suggests that students articulate a concept verbally to gain a deeper understanding of what they are learning prior to writing this down.

For Carrier, 2011, teachers need to explicitly model the correct use of science-specific language.
- Student: “We put this smooth powder in the bag along with the crunchy powder and the bag blew up and got hot.”
- Teacher: “We mixed baking soda and calcium chloride with water resulting in a gas, and the heat was released.”
- Scientist: “The combination of baking soda and calcium chloride is an exothermic reaction with the products of sodium chloride, calcium carbonate, and carbon dioxide.”

Well done!

Thank you for completing our CPD course. We hope you've enjoyed it and that it has given you some ideas for your own classroom.

1Why Literacy Matters in Science Education?

1.1Why Literacy Matters in Science Education?

1.1.1Why Literacy Matters in Science Education?

2The Language of Science

2.1The Language of Science

2.1.1Scientific Vocabulary

2.1.2Word Tiers

3Reading in Science

3.1Reading in Science

3.1.1Reading in Science

3.1.2Scientific Texts

4Writing in Science

4.1Writing in Science

4.1.1Writing in Science

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