Science notebooks as interactional spaces in a multilingual classroom: Not just ideas on paper

Sara E.D. Wilmes, Christina Siry
2019 Journal of Research in Science Teaching  
Past studies have explored the role of student science notebooks in supporting students' developing science understandings. Yet scant research has investigated science notebook use with students who are learning science in a language they are working to master. To explore how student science notebook use is co-constructed in interaction among students and teachers, this study examined plurilingual students' interactions with open-
doi:10.1002/tea.21615 fatcat:3miu2ofjmfbslorny2cripenga