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This article establishes a broad framework from which to interpret and evaluate the reading–science learning–writing connection. The presentation of breakthroughs, barriers, and promises is intended to outline the established links between, to identify current bottlenecks in thinking about, and to highlight productive inquiries into, print-based languages and scientific understanding. The ideas presented come from various disciplines connected to science education. The ideas are meant to be informative, provocative, integrative, supportive, and without hidden agenda. 相似文献
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THOMAS W. HOSIE MELISSA PORET PATRICIA LAUCK BONNIE ROSIER 《Counselor Education & Supervision》1986,25(4):284-288
There have been 1,141 authors representing 382 agencies who have contributed to Volumes 0 through 25 of CES. In this study the authors report and acknowledge the major individual contributors and institutional sources of works published in the journal. 相似文献
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