Student-authored podcasts: a valuable'writing-to-learn' task for promoting science learning and literacy
Issue 346 | Page 120 | Published Sep 2012
Description
This article presents a framework for considering teaching intentions relating to literacy within the context of the school science curriculum. It focuses on the provision of learning experiences involving discussion, reading and/or writing and specifically on student-authored podcasting as a'writing-to-learn' activity that can assist young people to make meaning and deepen understanding in science.
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