Global Developments in Literacy Research for Science Education

Chapter 1 The Expanding Development of Literacy Research in Science Education Around the World

Chapter 2 The Implementation of Scientific Literacy as Basic Skills in Norway After the School Reform of 2006

Chapter 3 But I’m Not an English Teacher!: Disciplinary Literacy in Australian Science Classrooms

Chapter 4 Meeting Disciplinary Literacy Demands in Content Learning: The Singapore Perspective

Chapter 5 Learning Language and Intercultural Understanding in Science Classes in Germany

Chapter 7 Language, Literacy and Science Learning for English Language Learners: Teacher Meta Talk Vignettes from a South African Science Classroom

Chapter 8 The Content-Language Tension for English Language Learners in Two Secondary Science Classrooms

Chapter 9 A Case Study of Literacy Teaching in Six Middle- and High-School Science Classes in New Zealand

Chapter 10 Analyzing Discursive Interactions in Science Classrooms to Characterize Teaching Strategies Adopted by Teachers in Lessons on Environmental Themes

Chapter 11 Measuring Time. Multilingual Elementary School Students’ Meaning-Making in Physics

Chapter 12 Meaning-Making in a Secondary Science Classroom: A Systemic Functional Multimodal Discourse Analysis

Chapter 13 Literacy Challenges in Chemistry: A Multimodal Analysis of Symbolic Formulas

Chapter 14 Gains and Losses: Metaphors in Chemistry Classrooms

Chapter 15 Image Design for Enhancing Science Learning: Helping Students Build Taxonomic Meanings with Salient Tree Structure Images

Chapter 16 Inquiry-Based Science and Literacy: Improving a Teaching Model Through Practice-Based Classroom Research

Chapter 17 Infusing Literacy into an Inquiry Instructional Model to Support Students’ Construction of Scientific Explanations

Chapter 18 Representation Construction as a Core Science Disciplinary Literacy

Chapter 19 Science and Language Experience Narratives of Pre-Service Primary Teachers Learning to Teach Science in Multilingual Contexts

Chapter 20 Examining Teachers’ Shifting Epistemic Orientations in Improving Students’ Scientific Literacy Through Adoption of the Science Writing Heuristic Approach

Chapter 21 Developing Students’ Disciplinary Literacy? The Case of University Physics

Chapter 22 Commentary on the Expanding Development of Literacy Research in Science Education