| Popis: |
Since the 1990s, teacher educators have shown an increasing interest in introducing the skills of orality, reading and writing in science classrooms as a learning tool. To do so, they rely on literature from research, which initially shows how weakly those skills have been implemented in school. Thus, the present study aims to synthesize the main aspects that provides literature on the introduction of language explicitly in the science classroom. In that sense, a research methodology content analysis is used, which allowed to “see” that skills of orality, reading and writing are powerful thinking and learning of science strategies, considering that these allow students, at first, become aware about their alternative conceptions on a specific topic, and then make these conceptions evolve progressively towards the theoretical models of science. |
