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Examining the Literacy Component of Science Literacy: 25 Years of Language Arts and Science Research.

PUBLISHED | 2016 in International Journal of Science Education [IF: 1.24]
DOI | 10.1080/09500690305018
CITED BY (351)
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...
Sheila W. Valencia18
Estimated H-index: 18
(University of Washington),
P. David Pearson40
Estimated H-index: 40
("University of California, Berkeley")
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 y...
Ref 6Cited 91 Source
Jay L. Lemke27
Estimated H-index: 27
(City University of New York)
Kenneth W. Miller1
Estimated H-index: 1
Stanley F. Steiner3
Estimated H-index: 3
(Boise State University)
Cited 6 Source
David Wray13
Estimated H-index: 13
(University of Warwick),
Maureen Lewis9
Estimated H-index: 9
(Plymouth University)
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 Source
Joan M. Tucknott1
Estimated H-index: 1
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. St...
Ref 24Cited 5 Source
Larry D. Yore28
Estimated H-index: 28
(University of Victoria),
James A. Shymansky20
Estimated H-index: 20
(University of Iowa)
Cited 7 Download Pdf
Cited by351
If students are to be successful in the ever-changing scientific world they need to be taught how to think critically, to manipulate materials, and to gather evidence to build knowledge. Most teachers fall short in providing students the inquiry instruction described in the Next Generation Science Frameworks (National Research Council, 2011). This study examined three elementary science teachers’ ...
Ref 73 Source
ABSTRACTThis research aimed to investigate the nature of cognitive processes when college students reason about evidence on global climate change (GCC). Twenty-six undergraduate students participated in this qualitative study, where they were interviewed to evaluate competing arguments on key issues related to GCC and discuss their own perspectives. Constant comparative analysis of data from think...
Ref 73 Source Cite this paper
Julie Sarama27
Estimated H-index: 27
(State University of New York System),
Alissa A. Lange2
Estimated H-index: 2
(Rutgers University),
Douglas H. Clements45
Estimated H-index: 45
(State University of New York System)
... (1 others)
Abstract Competence in early mathematics is crucial for later school success. Although research indicates that early mathematics curricula improve children's mathematics skill, such curricula's impacts on oral language and early literacy skills are not known. This project is the first to investigate the effects of an intensive pre-kindergarten mathematics curriculum, Building Blocks , on the oral ...
Ref 85Cited 50 Source Cite this paper
Victor Sampson19
Estimated H-index: 19
(Florida State University),
Joi Phelps Walker7
Estimated H-index: 7
(Tallahassee Community College)
This exploratory study examined how undergraduate students’ ability to write in science changed over time as they completed a series of laboratory activities designed using a new instructional model called argument-driven inquiry. The study was conducted in a single section of an undergraduate general chemistry lab course offered at a large two-year community college located in the southeast USA. ...
Ref 53Cited 30 Source Cite this paper
James A. Rudd3
Estimated H-index: 3
(Iowa State University),
Vivian Z. Wang2
Estimated H-index: 2
(Iowa State University),
Cinzia Cervato6
Estimated H-index: 6
(Iowa State University)
... (1 others)
Calibrated Peer Review ™ (CPR), a web-based instructional tool developed as part of the National Science Foundation reform initiatives in undergraduate science education, allows instructors to incorporate multiple writing assignments in large courses without overwhelming the instructor. This study reports successful implementation of CPR in a large, introductory geology course and student learning...
Ref 36Cited 3 Download Pdf Cite this paper
Roser Pintó8
Estimated H-index: 8
(Autonomous University of Barcelona),
Digna Couso6
Estimated H-index: 6
(Autonomous University of Barcelona)
Students' Interest In Learning Science.- Interest in Science: Lessons and non-lessons from TIMSS and PISA.- Research-based Innovative Units for Enhancing Student Cognitive Outcomes and Interest in Science.- Girls and Physics: Dilemmas and Tensions.- Science Education Research: New Approaches and Links to Practice.- Contested Territory: The Actual and Potential Impact of Research on Teaching and Le...
Ref 14Cited 35 Download Pdf
Wolff-Michael Roth61
Estimated H-index: 61
(University of Victoria)
Received conceptualizations of scientific literacy are grounded in (1) the notions of ‘knowledge’, ‘concepts’, and ‘skills’ that science students have to ‘acquire’, ‘appropriate’, or ‘construct’ or (2) the notion of ‘practices’ to which they have to be ‘enculturated’ so that they become part of a ‘community of practice’. All such notions articulate scientific literacy in a static form, which does ...
Ref 25Cited 32 Download Pdf Cite this paper