Call for papers. 1994 special issue of the journal of research in science teaching on: reading, writing, and science understanding

zyxw zy JOURNAL OF RESEARCH IN SCIENCE TEACHING VOL. 29, NO. 8, P. 911 (1992) zyxwvu zyx CALL FOR PAPERS 1994 Special Issue of the Journal of Research in Science Teaching on: Reading, Writing, and Science Understanding Editors: Larry D. Yore, William G. Holliday, and Donna E. Alvermann Focus Learning science through the activities of science reading and writing calls for a complex, interrelated process of meaning making and problem solving rather than a simplistic, unidirectional process of meaning taking and rote recitation. This 1994 Special Issue of JRST is intended to stimulate collaborative, interdisciplinary inquiries that will contribute to a better understanding of how print-based language arts (reading and writing) influence science learning. This early call for papers is provided to encourage researchers to conduct investigations targeted specifically for this 1994 special issue. Possible Topics 1. 2. 3. 4. 5. 6. zyxw zyxwvuts Relationships between metacognition and cognition involving the print-based language arts and the sciences. Conceptual change, composition, and comprehension in science. Problem solving, reading, and writing in science. Effective use of text processing and text production in the science classroom. Enhancement projects directed toward improving scientific literacy that include the print-based language arts. Comprehension or composition instruction in science. Timeline Manuscripts Due: Reviews Returned: Revisions Due: March 31, 1993 May 21, 1993 August 31, 1993 Manuscripts should be limited to about 30 double-spaced, typed pages including tables, figures and references. Other information for contributors can be found on the inside back cover of JRST or it can be obtained from the JRST Editorial Office Secretary, 223-E Peabody, Louisiana State University, Baton Rouge, LA 70803. Six (6) copies of each manuscript should be submitted to Special Issue Editor, Dr. Larry Yore, Department of Social and Natural Sciences, University of Victoria, Box 3010, Victoria, BC V8W 3N4, Canada.