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Examining the Literacy Component of Science Literacy: 25 Years of Language Arts and Science Research.
Abstract
This review, written to celebrate the 25th anniversary of the International Journal of Science Education, revealed a period of changes in the theoretical views of the language arts, the perceived roles of language in science education, and the research approaches used to investigate oral and written language in science, science teaching, and learning. 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 recognizes the holistic nature of teaching and learning. The early years focus on coding oral language into categories reflecting source of speech, functional purpose, level of question and response, reading research focused on the readability of textbooks using formulae and the reader's decoding skills, and writing research was not well documented since the advo...
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2016 in The Reading Teacher [IF: 0.69]
Sheila W. Valencia18
Estimated H-index: 18
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P. David Pearson39
Estimated H-index: 39
Reading assessment has not kept pace with advances in reading theory, re search, or practice. On the one hand we argue vehemently for richer and more liberating instructional materials and practices-practices that help stu dents become sophisticated readers, readers who have a sense of ownership and awareness of their reading habits and strategies. On the other hand, we stand idly by and observe yet another round of standardized or end-of-unit basal tests. Even those of us who argue that the cur...
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Jay L. Lemke26
Estimated H-index: 26
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Kenneth W. Miller1
Estimated H-index: 1
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Stanley F. Steiner2
Estimated H-index: 2
Cited 6
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David Wray14
Estimated H-index: 14
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Maureen Lewis8
Estimated H-index: 8
These two researchers from the UK remind us of the need to focus on the teaching of factual texts in primary classrooms. They offer one particular teaching strategy, 'writing frames', trialed by teachers in the EXEL (Exeter Extending Literacy) Project, as a useful strategy in assisting young writers learn to write factual texts.
Cited 8
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Joan M. Tucknott1
Estimated H-index: 1
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Larry D. Yore1
Estimated H-index: 1
This paper explores the effects of infusing writing-to-learn strategies into an inquiry-oriented science unit on simple machines, inventions and inventors. This study used an intact group pretest and posttest design to capture the ecological validity of a classroom of grade 4 students and teacher. The design incorporated quantitative research methods of structured interviews of target students. Students' science understanding and writing skills were documented further with daily teacher reflecti...
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Stephen N. Tchudi1
Estimated H-index: 1
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Margie C. Huerta1
Estimated H-index: 1
Cited 13
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William Drew Bennett1
Estimated H-index: 1
Approved: __________________________ Thesis Supervisor __________________________ Title and Department __________________________ Date MULTIMODAL REPRESENTATION CONTRIBUTES TO THE COMPLEX DEVELOPMENT OF SCIENCE LITERACY IN A COLLEGE BIOLOGY CLASS by William Drew Bennett A thesis submitted in partial fulfillment of the requirements for the Doctor of Philosophy degree in Science Education in the Graduate College of The University of Iowa
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Tili Wagner2
Estimated H-index: 2
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Tamar Levin10
Estimated H-index: 10
The chapter describes a theory-driven study, inspired and informed by the constructivist view of learning, science literacy theory, views on the NOS, and cognitive and social theories of writing. Relying on the epistemological effect of writing, it explores the effects that non-traditional forms of writing such as story, diary, and debate, have on students’ views on the nature of science when used in combination with reflective writing on the writing process. Using a pre-post research design wit...
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This study examined low and high level teachers’, determined according to their students’ writing scores, questioning patterns and classroom implementations within an argument-based inquiry approach known as the Science Writing Heuristic (SWH) approach, which addresses issues on negotiation, argumentation, learning, and teaching. The level of the teachers was determined by the students’ writing scores. This study was conducted in Turkey with six teachers for preliminary study. Because scoring wr...
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Louisa Tomas6
Estimated H-index: 6
International assessments of student science achievement, and growing evidence of students' waning interest in school science, have ensured that the development of scientific literacy continues to remain an important educational priority. Furthermore, researchers have called for teaching and learning strategies to engage students in the learning of science, particularly in the middle years of schooling. This study extends previous national and international research that has established a link b...
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This chapter presents results of a laboratory study, in which students of grade 12 learned physics with a computer-based program on diffraction of light by single slit (N=80). Text coherence plus text-picture-references (text surface design) and the instruction for self-explanations were investigated in their influence on knowledge acquisition in physics in an empirical 2x2 design. A knowledge test on optics was implemented in pre-, post- and follow-up testing. Qualitative evaluation of students...
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