Inquiry: The Journal of the Virginia Community Colleges

Volume 19 | Issue 1 Article 3

2014

Teaching Scientific Writing in the Two-Year

College
Arthur Schuhart DA,

Follow this and additional works at: https://commons.vccs.edu/inquiry

Part of the Higher Education Commons, and the Higher Education and Teaching Commons

Recommended Citation
Schuhart, A. (2014). Teaching Scientific Writing in the Two-Year College. Inquiry: The Journal of the Virginia Community Colleges, 19
(1). Retrieved from https://commons.vccs.edu/inquiry/vol19/iss1/3

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 Schuhart: Teaching Scientific Writing in the Two-Year College

Teaching Scientific Writing in the

Two-Year College

ARTHUR SCHUHART, DA

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upper division course focused on writing in
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communicators out of its “graduate students … feel that the pressure
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is intended to make masterful not matched with the training necessary to
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the student can encounter the than those that are part of their science
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at a level of sophistication composition sequence, some students may
commensurate with their general write general research papers or complete
level of science education. UHSRUWVRQVFLHQWL¿FWRSLFVEXWPRVWO\WKH\
are taught to write using the conventions
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success. In fact , sometimes “English teachers strongly encourage students to write
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part of education today, very rarely do these general composition courses address
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Published by Digital Commons @ VCCS, 2014 The Journal of the Virginia Community Colleges | 15 1
 Inquiry: The Journal of the Virginia Community Colleges, Vol. 19, Iss. 1 [2014], Art. 3

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(1* 6FLHQWL¿F:ULWLQJ introduces Virginia community college students to
the conventions of science rhetoric in the Composition II slot. Intended as an option
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honors program or a Science-English learning community. Through carefully
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rhetoric at a level of sophistication commensurate with their general level of science
education. Consequently, when students go on to more sophisticated rhetorical
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such as the one I hope to develop at my institution, Northern Virginia Community
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secondary science magnet school.

16 | Inquiry
https://commons.vccs.edu/inquiry/vol19/iss1/3 2
 Schuhart: Teaching Scientific Writing in the Two-Year College

A REVIEW OF THE COURSE OBJECTIVES

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the composition environment, and once the student learns the literary conventions
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writing process composition course. Further, the “science and engineering students
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which my class has evolved in the last few years.

A. Compose Typical Scientific Prose

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prose ensures uniformity and fewer errors in misreading or misinterpretation. Plain
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expression of one thought, using the present tense and the active voice as much
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the sameE\HYHU\UHDGHUDQGWKDWWKHVFLHQFHFRPPXQLFDWHGZLWKLQWKHPHVVDJH
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RSSRVLWHWKHEDVLFDVVXPSWLRQVRIDW\SLFDO(QJOLVKFODVVDQGPDQ\RIWKHKLVWRULF

Published by Digital Commons @ VCCS, 2014

The Journal of the Virginia Community Colleges | 17 3
 Inquiry: The Journal of the Virginia Community Colleges, Vol. 19, Iss. 1 [2014], Art. 3

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The practical fact is that science has evolved a completely different, in many ways
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FKDUWEHORZLOOXVWUDWHVWKHVHGLIIHUHQFHVZLWKWKHFDYHDW RIFRXUVH WKDWWKLVFKDUW
is meant to show a general orientation of science to writing and argumentation.
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each practitioner seeks to emulate, with the consequent result that not all writers
understand what they are doing or necessarily do it very well. I use this chart to
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Style is individual and unique
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metaphor, poetic language, and diction
Forms are creative and evolve quickly
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The purpose of literature is to entertain, and to
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of discourse
Language is literal: Plain Style
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The purpose of literature is to disseminate knowledge
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can entertain

B. Compose Typical Scientific Documents

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arrange assignments that mimic the authentic conditions and purposes of actual
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as the Environmental Protection Agency (EPA), the National Science Foundation
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larger rhetorical constructs (theories) or goals. Most important are those writings
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new knowledge to various audiences.
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more prescriptive than they are in other contexts, and writers are given almost no
choice in the arrangement of arguments: they must meet the exact requirements

18 | Inquiry
https://commons.vccs.edu/inquiry/vol19/iss1/3 4
 Schuhart: Teaching Scientific Writing in the Two-Year College

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C. Audience Awareness
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$ VFLHQWL¿F ZULWHU KDV WR EH DEOH WR H[SODLQ D FRPSOH[ VFLHQWL¿F LGHD LQ D IRUP
intended for the common reader, the average non-scientist, or even for scientists
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years old.
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graphic novel, etc.

D. Rhetoric of Science
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create, process, store, and transmit knowledge and meaning through language,
and that a greater control of these cognitive processes will improve not only their
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1
Appendix C includes two exemplary writing assignments to illustrate the approach my class
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the needs of their local science writing environments. Individual instructors should consider
the goals and emphases of their respective college needs when designing their courses, and
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ORFDOVFLHQWL¿FWHFKQLFDORUPHGLFDOFRPPXQLWLHV

Published by Digital Commons @ VCCS, 2014

The Journal of the Virginia Community Colleges | 19 5
 Inquiry: The Journal of the Virginia Community Colleges, Vol. 19, Iss. 1 [2014], Art. 3

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E. Written Scientific Argument

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and DLVFXVVLRQ SDSHU7KHSURGXFWLRQRIWKH,05$'SDSHUH[HUFLVHVWKHVWXGHQW
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it is argumentative.
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a. Students perceive a particular phenomena
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c. Students design and conduct a study of that hypothesis
d. Students compile and interpret the results of that study
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results
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h. Students present the study in an oral setting
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than halfway through the semester, I require students to self-select research teams
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question they discover in relation to a set of rhetorical parameters I impose upon

20 | Inquiry
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 Schuhart: Teaching Scientific Writing in the Two-Year College

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Though the questions the students examine may seem trivial, they are nonetheless
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such as
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sidewalk on campus
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The point of these studies is that they are authentic, and that students conceive of
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F. Collaboration and Research

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today’s young scientists need more practice in forming serious research teams,
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teams autonomy and privacy, while still allowing me oversight. Then, I require
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satisfy graduation and transfer requirements and that it remain a course equal to
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Published by Digital Commons @ VCCS, 2014

The Journal of the Virginia Community Colleges | 21 7
 Inquiry: The Journal of the Virginia Community Colleges, Vol. 19, Iss. 1 [2014], Art. 3

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this assignment in order to avoid teaching this topic in isolation.
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only demonstrates the authority and knowledge of the researcher, it also connects
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other similar or related claims, narrowing focus and furthering the social argument
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G. Scientific Presentation
Science professionals are constantly called upon to present information to various
audiences in live settings, and commonly the young scientist-graduate student will
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RECOMMENDATIONS
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group of writers to revise their work with greater attention and success. However,
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(Appendix C).
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supporting APA documentation style, and some also include discussion of Plain
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 Schuhart: Teaching Scientific Writing in the Two-Year College

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support the class. In most cases, I do not provide students copies of these readings
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currently listed in these agreements. Consequently, students hesitate to register for
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interest and participation, particularly through the use of learning communities.
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to write using plain style improved the most. I also developed a new
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writing. My writing further developed as I was introduced to the different
types of professional writing, including memos and proposals. I also grew
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know more professional types of writing. I had a very positive experience
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as well. Porush’s, $6KRUW*XLGHWR:ULWLQJ$ERXW6FLHQFH, is not only a good introduction to
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student text. Similarly, Barass’ 6FLHQWLVWV0XVW:ULWH$*XLGHWR%HWWHU:ULWLQJIRU6FLHQWLVWV
Engineers and Students is also good for the same purposes. An instructor new to teaching
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complete course.

Published by Digital Commons @ VCCS, 2014

The Journal of the Virginia Community Colleges | 23 9
 Inquiry: The Journal of the Virginia Community Colleges, Vol. 19, Iss. 1 [2014], Art. 3

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it now, it gives me a leg up with others who haven’t had the opportunity
to take it. I love looking at things from different perspectives. [This] class
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and know I gained more knowledge that makes me a more well-rounded
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“This class was an interesting and informative lecture that allowed my
English skills to grow. The assignments that were given to me, especially
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24 | Inquiry
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 Schuhart: Teaching Scientific Writing in the Two-Year College

REFERENCES
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+LFNV--DQG%DUJHU11  $GYRFDWLQJIRUVFLHQFHZULWLQJFRRSHUDWLYHV
in graduate programs. %XOOHWLQRIWKH(FRORJLFDO6RFLHW\RI$PHULFD±
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'D\5$+RZWRZULWHDQGSXEOLVKDVFLHQWL¿FSDSHU WKHG 3KRHQL[2U\[
Press.
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and presentations. QGHG 1HZ<RUN2[IRUG8QLYHUVLW\3UHVV
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-RXUQDORI&ROOHJH6FLHQFH7HDFKLQJ  
3OD[FR .:   7KH DUW RI VFLHQFH ZULWLQJ Protein Science.   
5HWULHYHG -DQXDU\   IURP KWWSZZZQFELQOPQLKJRYSPFDUWLFOHV
30&
3RUXVK'  A short guide to writing about science.1HZ<RUN/RQJPDQ
9DOLHOD,  'RLQJVFLHQFH'HVLJQDQDO\VLVDQGFRPPXQLFDWLRQRIVFLHQWL¿F
research.1HZ<RUN2[IRUG8QLYHUVLW\3UHVV

ABOUT THE AUTHOR

Arthur Schuhart is Professor of English at Northern Virginia Community College,
Annandale Campus, located in Annandale, Virginia.

Published by Digital Commons @ VCCS, 2014

The Journal of the Virginia Community Colleges | 25 11
 Inquiry: The Journal of the Virginia Community Colleges, Vol. 19, Iss. 1 [2014], Art. 3

Appendix A: The VCCS Course Content Summary

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WRFRPPXQLFDWHVFLHQWL¿FNQRZOHGJHWRGLYHUVHDXGLHQFHV*XLGHVWKHVWXGHQWLQ
achieving typical voice, tone, style, audience, and content in formatting, editing,
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The purpose of this course is to prepare the student to write for the professional
sciences.
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documented essay.
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Published by Digital Commons @ VCCS, 2014

The Journal of the Virginia Community Colleges | 27 13
 Inquiry: The Journal of the Virginia Community Colleges, Vol. 19, Iss. 1 [2014], Art. 3

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28 | Inquiry
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 Schuhart: Teaching Scientific Writing in the Two-Year College

Appendix B: Sample Syllabus

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formatting, editing, and graphics.
As well, this course continues to develop college writing with increased emphasis
on critical essays, argumentation, and research, developing these competencies
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students to locate, evaluate, integrate, and document sources and effectively edit for
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1. help students understand that writing is a process that develops through
experience and varies among individuals.
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improve the quality of their writing.
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them in well-structured prose appropriate to the purpose and audience
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information to support their thinking and writing
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Published by Digital Commons @ VCCS, 2014

The Journal of the Virginia Community Colleges | 29 15
 Inquiry: The Journal of the Virginia Community Colleges, Vol. 19, Iss. 1 [2014], Art. 3

1. 0HPRZULWLQJVWKHVHDUHVKRUWZULWLQJVPHDQWWRHPSKDVL]HWKLV
common professional communication tool.
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essay on an approved science topic
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their research team will Fail this class.
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to the writing center for a writing conference. Be sure to get a slip from
the tutor to prove you have used the writing center and staple it to your
¿QDOGUDIW

30 | Inquiry
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 Schuhart: Teaching Scientific Writing in the Two-Year College

Appendix C: Two Sample Assignments

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For this paper, I would like you to ZULWHDQHVVD\WRH[SODLQDQGGLVFXVV\RXURZQ
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In part, this paper is your personal understanding of Science, and in part this paper
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the ways in which you personally see Science, and how you envision yourself, and
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WRLQFRUSRUDWHUHIHUHQFHWRRXUDVVLJQHGUHDGLQJV as well as any other evidence
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to cover your sources.
Finally, since this is an English class, you should take care to apply those principles
of good essay writing that you learned in English 111 to this assignment. I want to
see a clear thesis, solid paragraph development, and control of standard English in
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critique, and then you should spend some serious time revising it.
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in class today.

Published by Digital Commons @ VCCS, 2014

The Journal of the Virginia Community Colleges | 31 17
 Inquiry: The Journal of the Virginia Community Colleges, Vol. 19, Iss. 1 [2014], Art. 3

+HUH¶VDVLPSOH:ULWLQJ3ODQWRKHOS\RXRUJDQL]H\RXUHVVD\
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32 | Inquiry
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 Schuhart: Teaching Scientific Writing in the Two-Year College

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direct way.
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Published by Digital Commons @ VCCS, 2014

The Journal of the Virginia Community Colleges | 33 19
 Inquiry: The Journal of the Virginia Community Colleges, Vol. 19, Iss. 1 [2014], Art. 3

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to extend your study into other areas…to use the information to make
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when you “create new knowledge.”

34 | Inquiry
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 Schuhart: Teaching Scientific Writing in the Two-Year College

Appendix D: Recommended Background Readings

American Association for the Advancement of Science (AAAS). %HQFKPDUNV)RU

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Engineers and Students.1HZ<RUN5RXWOHGJH
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Experimental Article in Science.0DGLVRQ8QLYHUVLW\RI:LVFRQVLQ3UHVV
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IURP7HQ8QGHUJUDGXDWH&RXUVHV´(QJOLVKIRU6SHFL¿F3XUSRVHV9RO1R

Bruner, J.S. The Process of Education.&DPEULGJH0$+DUYDUG8QLYHUVLW\3UHVV

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'H%RHU *HRUJH 5 A History of Ideas in Science Education: Implications for
Practice.1HZ<RUN7HDFKHUV&ROOHJH3UHVV
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