How Does the Textbook Contribute to Learning in a Middle School Science Class?

Driscoll, Marcy P.; Moallem, Mahnaz; Dick, Walter; Kirby, Elizabeth Ann

doi:10.1006/ceps.1994.1008

Cited by 38 publications

(27 citation statements)

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“…In this mode of science teaching, reading and writing is mostly reduced to distinctly "schooled" literacy practices, such as copying information from the blackboard or the textbook, memorizing information before a test, or answering textbook questions (Danielsson, 2010;Driscoll, Moallem, Dick, & Kirby, 1994;Lindahl, 2003;Osborne & Collins, 2001). Rather than being connected to meaningful contexts in which scientific information is actually used, reading and writing in school science becomes embedded in a school science culture that emphasizes the memorization of "important" information (Goldman & Bisanz, 2002).…”

Section: Science Reading and Writing Activities In School Differ In Tmentioning

confidence: 99%

Scientific literacy as social practice: Implications for reading and writing in science classrooms

Sørvik

Mork²

2015

NorDiNa

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This article provides an introduction to what it means to adopt a view of literacy as social practice for science education. This view of literacy builds on the idea that reading and writing are best regarded as situated social practices involving text, not as a set of decontextualised and universally applicable skills. First, we draw on sociocultural perspectives on literacy to show how these perspectives inform our understanding of literacy when the context is science. Second, we use related research literature, mainly concerning the role of text in science education, to present a framework for approaching literacy in science classrooms from a sociocultural perspective. Finally, we discuss how a social view of literacy enables us to consider how literacy occurs in contexts relevant to a transcending science subject for scientific literacy.

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Section: Science Reading and Writing Activities In School Differ In Tmentioning

confidence: 99%

Scientific literacy as social practice: Implications for reading and writing in science classrooms

Sørvik

Mork²

2015

NorDiNa

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“…Research is often conducted in non-ecologically valid settings (Driscoll, Moallem, Dick, & Kirby, 1994;Naidu & Bernard, 1992). Systematic objective evaluation is neglected in innovation in education, training, and human resource development (Dillenbourg, Eurlings, & Hakkarainen, 2001), and often it is aimed more at output and less on student perceptions and behavior (Naidu & Bernard, 1992).…”

Section: -9-metacognitive Strategiesmentioning

confidence: 99%

New Learning Design in Distance Education: The impact on student perception and motivation

2007

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Many forms of e-learning (such as online courses with authentic tasks and computer-supported collaborative learning) have become important in distance education. Very often, such e-learning courses or tasks are set up following constructivist design principles. Often, this leads to learning environments with authentic problems in ill-structured tasks that are supposed to motivate students. However, constructivist design principles are difficult to implement because developers must be able to predict how students perceive the tasks and whether the tasks motivate the students. The research in this article queries some of the assumed effects. It presents a study that provides increased insight into the actual perception of electronic authentic learning tasks. The main questions are how students learn in such e-learning environments with "virtual" reality and authentic problems and how they perceive them. To answer these questions, in two e-learning programs developed at the Open University of the Netherlands (OUNL) designers' expectations were contrasted with student perceptions. The results show a gap between the two, for students experience much less authenticity than developers assume.

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“…We present our theoretical framework by contrasting authentic scientific inquiry with the simple inquiry tasks found in many textbook-based science curricula. We have chosen textbook inquiry tasks as our point of comparison because textbooks continue to be an important influence on science curricula (e.g., Driscoll et al, 1994;Kulm, Roseman, & Treistman, 1999;Stinner, 1995). In addition, the kinds of simple inquiry tasks found in science textbooks are prevalent in many other materials used in science instruction (e.g., Houghton Mifflin Interactive, 1997; VanCleave, 1997;Whalley, 1992).…”

Section: Introductionmentioning

confidence: 99%

Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks

2002

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ABSTRACT:A main goal of science education is to help students learn to reason scientifically. A main way to facilitate learning is to engage students in inquiry activities such as conducting experiments. This article presents a theoretical framework for evaluating inquiry tasks in terms of how similar they are to authentic science. The framework helps identify the respects in which these reasoning tasks are similar to and different from real scientific research. The framework is based on a recent theory of reasoning, models-of-data theory. We argue that inquiry tasks commonly used in schools evoke reasoning processes that are qualitatively different from the processes employed in real scientific inquiry. Moreover, school reasoning tasks appear to be based on an epistemology that differs from the epistemology of authentic science. Inquiry tasks developed by researchers have increasingly captured features of authentic science, but further improvement is still possible. We conclude with a discussion of the implications of our analysis for research, assessment, and instruction.

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How Does the Textbook Contribute to Learning in a Middle School Science Class?

Cited by 38 publications

References 0 publications

Scientific literacy as social practice: Implications for reading and writing in science classrooms

Scientific literacy as social practice: Implications for reading and writing in science classrooms

New Learning Design in Distance Education: The impact on student perception and motivation

Epistemologically authentic inquiry in schools: A theoretical framework for evaluating inquiry tasks

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