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  1. International Journal of Science and Mathematics Education
  2. International Journal of Science and Mathematics Education : Volume 14
  3. International Journal of Science and Mathematics Education : Volume 14, Issue 1, Supplement,January 2016
  4. DEVELOPMENT AND VALIDATION OF A TAIWANESE COMMUNICATION PROGRESSION IN SCIENCE EDUCATION
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International Journal of Science and Mathematics Education : Volume 15
International Journal of Science and Mathematics Education : Volume 14
International Journal of Science and Mathematics Education : Volume 14, Issue 8, December 2016
International Journal of Science and Mathematics Education : Volume 14, Issue 7, October 2016
International Journal of Science and Mathematics Education : Volume 14, Issue 6, August 2016
International Journal of Science and Mathematics Education : Volume 14, Issue 2, Supplement,July 2016
International Journal of Science and Mathematics Education : Volume 14, Issue 5, June 2016
International Journal of Science and Mathematics Education : Volume 14, Issue 4, May 2016
International Journal of Science and Mathematics Education : Volume 14, Issue 3, April 2016
International Journal of Science and Mathematics Education : Volume 14, Issue 2, March 2016
International Journal of Science and Mathematics Education : Volume 14, Issue 1, February 2016
International Journal of Science and Mathematics Education : Volume 14, Issue 1, Supplement,January 2016
CONTENT ANALYSIS OF 1998–2012 EMPIRICAL STUDIES IN SCIENCE READING USING A SELF-REGULATED LEARNING LENS
USING SCIENCE CAMPS TO DEVELOP UNDERSTANDINGS ABOUT SCIENTIFIC INQUIRY—TAIWANESE STUDENTS IN A U.S. SUMMER SCIENCE CAMP
LEARNING ENVIRONMENT IN VIETNAMESE PHYSICS TEACHER EDUCATION PROGRAMME THROUGH THE LENS OF CONSTRUCTIVISM: A CASE STUDY OF A STATE UNIVERSITY IN MEKONG DELTA REGION, VIETNAM
THE ACHIEVEMENT GOALS ORIENTATION OF SOUTH AFRICAN FIRST YEAR UNIVERSITY PHYSICS STUDENTS
A CROSS-NATIONAL STUDY OF THE LEARNING ENVIRONMENT IN CHEMISTRY CLASSES AT ALBANIAN, KOSOVAR, ROMANIAN AND TURKISH SECONDARY SCHOOLS
DEVELOPMENT AND VALIDATION OF A TAIWANESE COMMUNICATION PROGRESSION IN SCIENCE EDUCATION
LEBANESE STUDENTS’ CONCEPTIONS OF AND ATTITUDES TOWARDS SCIENCE AND RELATED CAREERS BASED ON THEIR GENDER AND RELIGIOUS AFFILIATIONS
College Student Persistence in Scientific Disciplines: Cultural and Social Capital as Contributing Factors
Examination of the Nonlinear Dynamic Systems Associated with Science Student Cognition While Engaging in Science Information Processing
Teachers’ Longitudinal NOS Understanding After Having Completed a Science Teacher Education Program
SCIENCE TEACHERS’ VOICE ON HOMEWORK: BELIEFS, ATTITUDES, AND BEHAVIORS
International Journal of Science and Mathematics Education : Volume 13
International Journal of Science and Mathematics Education : Volume 12
International Journal of Science and Mathematics Education : Volume 11
International Journal of Science and Mathematics Education : Volume 10
International Journal of Science and Mathematics Education : Volume 9
International Journal of Science and Mathematics Education : Volume 8
International Journal of Science and Mathematics Education : Volume 7
International Journal of Science and Mathematics Education : Volume 6
International Journal of Science and Mathematics Education : Volume 5
International Journal of Science and Mathematics Education : Volume 4
International Journal of Science and Mathematics Education : Volume 3
International Journal of Science and Mathematics Education : Volume 2
International Journal of Science and Mathematics Education : Volume 1

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DEVELOPMENT AND VALIDATION OF A TAIWANESE COMMUNICATION PROGRESSION IN SCIENCE EDUCATION

Content Provider Springer Nature Link
Author Hsin, Ming Chin Chien, Sung pei Hsu, Yin Shao Lin, Chen Yung Yore, Larry D.
Copyright Year 2014
Abstract Common core standards, interdisciplinary education, and discipline-specific literacy are common international education reforms. The constructive–interpretative language arts pairs (speaking–listening, writing–reading, representing–viewing) and the communication, construction, and persuasion functions of language are central in these movements. This research developed and validated a communication progression in science education for elementary–secondary schooling in Taiwan. The framework for the communication progression was based on relevant literature, international curricula, and focus-group deliberations; it consisted of three dimensions: presentation, reaction, and negotiation. Delphi deliberations with questionnaires were applied to experts to evaluate the theoretical considerations and to experienced science teachers to evaluate the practical considerations. Results confirmed the importance of communications in science learning and the developmental nature of communications across elementary, middle, and secondary schools and validated the proposed framework and progression. The communication progression has application to other international education systems as they address common core standards and curricula in language and science.
Starting Page 125
Ending Page 143
Page Count 19
File Format PDF
ISSN 15710068
Journal International Journal of Science and Mathematics Education
Volume Number 14
Issue Number 1
e-ISSN 15731774
Language English
Publisher Springer Netherlands
Publisher Date 2014-11-06
Publisher Place Dordrecht
Access Restriction One Nation One Subscription (ONOS)
Subject Keyword Mathematics Education Science Education
Content Type Text
Resource Type Article
Subject Education Mathematics
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