Larry D. Yore

TL;DR: The early years were dominated by behavioralist and logico-mathematical interpretations of human learning and by reductionist research approaches, while the later years reflected an applied cognitive science and constructivist interpretations of learning and a wider array of research approaches that recognized the holistic nature of teaching and learning as discussed by the authors.

TL;DR: This article reviewed and synthesized the science and language research and practice that arose from the current literature and presentations at an international conference referred to as the first "Island Conference" and also offered their views as to how such contributions can take place.

TL;DR: This article established a broad framework from which to interpret and evaluate the reading-science learning-writing connection, identifying current bottlenecks in thinking about, and highlighting productive inquiries into, print-based languages and scientific understanding.

TL;DR: This article provided a practical framework for utilizing writing in science to enhance science literacy and to present ill-posed viewpoints about what should be emphasized within and across each of these dimensions of learning science.

TL;DR: This paper found that scientists subscribed to a contemporary evaluativist view of science, used common writing strategies, held similar beliefs about scientific writing and nonscientific writing, and agreed that writing generates insights and clarifies ambiguity in science.