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Language Proficiency and Science Learning

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dc.contributor.author Asabere-Ameyaw, A.
dc.contributor.author Ayelsoma, S.J.
dc.date.accessioned 2019-11-28T12:00:19Z
dc.date.available 2019-11-28T12:00:19Z
dc.date.issued 2015
dc.identifier.other 10.1007/978-94-6091-702-8_4
dc.identifier.uri http://ir.uew.edu.gh/xmlui/handle/123456789/367
dc.description Published in Contemporary Issues in African Sciences and Science Education en_US
dc.description.abstract Language is crucial to the teaching and learning of science. It is used in negotiating defined outcomes in science learning. Words, tenses and sentence structure used in communicating science concepts affect the way learners respond during a teachinglearning encounter. Though non-verbal modes of communication (signs, body movements or contacts, gestures, shapes, structures and colour patterns) can aid teaching, vocal and or verbal communications appear to be more effective in humans. en_US
dc.language.iso en en_US
dc.publisher Sense Publishers en_US
dc.title Language Proficiency and Science Learning en_US
dc.type Article en_US


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