Building Science-Relevant Literacy With Technical Writing in High School Tutorial

Girill T.R.

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Building Science-Relevant Literacy With Technical Writing in High School Tutorial

机译：在高中教程中用技术写作建立与科学相关的素养

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By drawing on the in-class work of an ongoing literacy outreach project, this paper explains how well-chosen technical writing activities can earn a place in high school science courses by enabling underperforming students (including English as a second language [ESL] students) to learn science more effectively. We adapted basic research-based text-design and usability techniques into age-appropriate exercises and cases using the cognitive apprenticeship approach. This enabled high school students, aided by explicit guidelines, to build their cognitive maturity, learn how to craft good instructions and descriptions, and apply those skills to better note taking and technical talks in their science classes

机译：通过利用正在进行的扫盲外展项目的课堂工作，本文说明了精心挑选的技术写作活动如何通过使表现不佳的学生（包括英语作为第二语言[ESL]学生）获得高中科学课程的一席之地更有效地学习科学。我们使用认知学徒方法，将基于基础研究的文本设计和可用性技术应用于适合年龄的练习和案例中。这使高中生能够在明确的指导原则的帮助下建立自己的认知成熟度，学习如何制定良好的指导和描述，并将这些技能应用于科学课中更好的笔记和技术讲座

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《IEEE Transactions on Professional Communication》 |2006年第4期|p.346-353|共8页
作者
Girill T.R.;
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原文格式 PDF
正文语种 eng
中图分类无线电电子学、电信技术;
关键词
computer aided instruction; human factors; natural sciences computing; professional aspects; teaching; technical presentation; age-appropriate exercises; cognitive apprenticeship approach; high school tutorial; research-based text-design; science courses; science-r;

机译：计算机辅助教学;人为因素;自然科学计算;专业方面;教学;技术演示;适龄练习;认知学徒方法;高中教程;基于研究的文本设计;科学课程;理科;

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Building Science-Relevant Literacy With Technical Writing in High School Tutorial

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