Preliminary Material / Brian M. Hand -- Introducing the Science Writing Heuristic Approach / Brian M. Hand -- Creating Border Convergence between Science and Language: A Case for the Science Writing Heuristic / Lori Norton-Meier -- Transforming Pedagogy: Embedding Language Practices within Elementary Science Classrooms / Lori Norton-Meier , Lynn Hockenberry , Sara Nelson and Kim Wise -- Factors Influencing Implementation of the Science Writing Heuristic in Two Elementary Science Classrooms / Andy Cavagnetto -- Analysis of the First Year of a Three-Year SWH Implementation within K-6 Classrooms / Recai Akkus -- Implementing Inquiry with the SWH in 7th Grade Biology Classes: A Teacher's Perspective / Olivia Eun-Mi Yang -- Promoting High-Order Thinking through the Use of the Science Writing Heuristic / Bruna Irene Grimberg -- Secondary Students' Perceptions of the SWH Approach to Nonconventional Writing: Features that Support Learning of Biology Concepts and Elements of Scientific Argumentation / Lies! M. Hohenshell -- Quality of Teacher Implementation of the SWH Approach / Sozan Omar -- Teacher Change, Critical Pedagogy, and Students' Learning within Secondary Science Writing Heuristic Classrooms / Murat Gunel -- Instruction by Using the Writing Heuristic / Thomas J. Greenbowe and K.A. Burke -- Orienting and Mentoring Chemistry Teaching Assistants to Use the Scientific Writing Heuristic / K.A. Burke -- The Laboratory-Lecture Correlation: From the Science Writing Heuristic to the Traditional Organic Chemistry Laboratory / Jacob D. Schroeder -- Promoting Sustainable Leadership within the Reform System / Thomas L. Alsbury -- The Case for the SWH Approach / Brian M. Hand -- References / Brian M. Hand -- Other Books by Sense Publishers / Brian M. Hand.

Science Inquiry, Argument and Language describes research that has focused on addressing the issue of embedding language practices within science inquiry through the use of the Science Writing Heuristic approach. In recent years much attention has been given to two areas of science education, scientific argumentation and science literacy. The research into scientific argument have adopted different orientations with some focusing on science argument as separate to normal teaching practices, that is, teaching students about science argument prior to using it in the classroom context; while others have focused on embedding science argument as a critical component of the inquiry process. The current emphasis on science literacy has emerged because of greater understanding of the role of language in doing and reporting on science. Science is not viewed as being separate from language, and thus there is emerging research emphasis on how best to improving science teaching and learning through a language perspective. Again the research orientations are parallel to the research on scientific argumentation in that the focus is generally between instruction separate to practice as opposed to embedding language practices within the science classroom context.

Description based on print version record.