Skip to main content
padlock icon - secure page this page is secure

Teachers’ Views of Primary Science in Linguistically Diverse School Settings in Quebec

Buy Article:

$45.00 + tax (Refund Policy)

This article looks at teachers’ views of the role of text in science education in three different linguistic school settings in Quebec: English, French and French Immersion. Extensive discussion/interviews with grades five and six teachers as well as observations of science lessons provided the data. The findings suggest that the linguistic culture of the school, including teachers’ perceptions of students’ language learning needs, influence their views of the way in which science text materials may be used.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Document Type: Research Article

Affiliations: Concordia University

Publication date: January 1, 1999

More about this publication?
  • Curriculum and Teaching is a bi-annual, refereed, international journal publishing original research. It uses a balanced and comparative perspective to consider curriculum design and development, evaluation, curriculum models, comparative studies in curriculum, innovation and policy, planning, and educational administration.
  • Editorial Board
  • Information for Authors
  • Submit a Paper
  • Subscribe to this Title
  • Ingenta Connect is not responsible for the content or availability of external websites
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
X
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more