Mind the Gap: Looking for Evidence-Based Practice of<i>Science Literacy for All</i>in Science Teaching Journals

Jagger, Susan; Yore, Larry D.

doi:10.1007/s10972-012-9271-6

Cited by 30 publications

(9 citation statements)

References 23 publications

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“…The process of turning theories into practice requires explicit discussions and can be problematic if theories are misunderstood. Perhaps this issue is what led Jagger and Yore, who analyzed theories underlying science literacy recommendations, to conclude that 56% of the instructional recommendations were atheoretical [151].…”

Section: Summary Of Findingsmentioning

confidence: 99%

Vocabulary Instruction: A Critical Analysis of Theories, Research, and Practice

Moody

Kuo

et al. 2018

Education Sciences

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Much is known about the impact of vocabulary instruction on reading skills, word knowledge, and reading comprehension. However, knowledge of the underlying theories that guide vocabulary instruction and their potential impact on teachers’ performance and/or students’ achievement has not been investigated. In this content analysis, articles published in The Reading Teacher and Journal of Adolescent and Adult Literacy between 2007 and 2017 were dissected to identify and code embedded word-learning strategies, grade levels addressed, target student populations, and desired outcomes (receptive or productive vocabulary). Our primary goal was to examine the embedded word-learning strategies within the articles, and to identify the theories on which they were built. Findings showed that a combination of theories guided most strategy recommendations: Social constructivism and sociocultural theories, schema and psycholinguistic theories, motivation theory, and dual coding theory. We also parallel-coded our findings with a recent review of literature on vocabulary instruction by Wright and Cervetti (2017), and found that they corresponded with the original coding. Follow-up quantitative studies can use the salient theories detected in this content analysis to investigate whether knowledge of underlying theories has an impact on teachers’ performance and student vocabulary and reading comprehension achievement.

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Section: Summary Of Findingsmentioning

confidence: 99%

Vocabulary Instruction: A Critical Analysis of Theories, Research, and Practice

Moody

Kuo

et al. 2018

Education Sciences

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“…Pearson () equated science vocabulary knowledge with science conceptual knowledge, saying they are one and the same, and described vocabulary instruction as simply providing students with labels for concepts they learned in science. Reviews indicate that very little research explores language in science and the way it supports conceptual learning (Jagger & Yore, ; Nixon et al, ), but Brown et al () found that when students were allowed to use everyday language to communicate interpretations of science concepts, they were more likely to develop rich and correct understandings. They surmised that teaching science concepts in ways that connected to real experiences supported students in accessing complex concepts.…”

Section: Literaturementioning

confidence: 99%

Learning the words AND knowing the concepts: an in‐depth study of one expert teacher's use of language as a cultural tool to support inquiry

2019

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This research explored the practices of one science teacher, expert in her field, as she worked to enact science discourse that incorporated language in naturalistic and rigorous ways. Difficulties in mastering the language of science contribute to troubling and persistent achievement gaps across demographic and gender groups. Science learning is based in discourse, with knowledge built by asking questions, exploring, revising views and asking new questions. But all too often students are not able to participate fully in these opportunities for discourse that is engaging and exploration due to the difficulty of science language. Qualitative analysis of this teacher's use of science discourse to establish clear links between essential science language and concepts and pre/post analysis of a science language assessment reveal important ways that teachers and researchers can work together to design and deliver instruction and assessment that supports students' mastery of sophisticated language and concepts. Results have implications for theory regarding science discourse; language learning, and conceptual development; and provide a model for teacher-researcher partnerships exploring important problems of teaching practice.

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“…Literasi sains dapat digunakan dalam menerjemahkan fenomena alam yang terjadi dalam kehidupan sehari-hari (Arifatun, Sudarmin, & Samini, 2015). Literasi sains sebagai bentuk disiplin keaksaraan yang terdiri dari dua komponen yang saling berinteraksi yaitu membaca dan menulis (Jagger & Yore, 2017). Literasi sains sangat penting (Hand, Yore, Jagger, & Prain, 2010) diterapkan untuk peserta didik SMP.…”

Section: Pendahuluanunclassified

Efektivitas LKPD Terintegrasi Nilai Islami pada Pembelajaran Berbasis Masalah untuk Meningkatkan Kemampuan Literasi Sains

Susanti

Asyhari

Firdaos

2019

IJSME

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The purpose of this study is to determine the effectiveness of integrated LKPD Islamic values on problem-based learning on students' scientific literacy. The research method used was an experimental pre-experimental design with one group pretest-posttest design. Data is analyzed by using normalized gain (N-Gain) and Effect Size. Furthermore, the data were tested statistically on the value of the pretest and posttest of students by carrying out the normality, homogeneity, and T-test (paired sample test) using the SPSS 18 program. The average N-gain value obtained was 0.45% and in the medium category. The results of statistical tests show a significance level of 0.00 less than α = 0.05 (sign <0.05) which means that H0 is rejected and H1 is accepted there are differences. The results of this study indicate that with integrated LKPD Islamic values in problem-based learning are able to enhance students' scientific literacy skills in aspects of competence and knowledge in the material of environmental pollution in SMP Negeri 1 Kotaagung Tiimur.Abstrak:Tujuan dari penelitian ini adalah mengetahui efektivitas LKPD terintegrasi nilai Islami pada pembelajaran berbasis masalah terhadap literasi sains peserta didik. Metodepenelitian yang digunakan yaitu penelitian eksperimenpre experimental design denganone group pretest-postest design. Data dianalis dengan menggunkan gain ternormalisasi (N-Gain) dan Effect Size. Selanjutnya data di uji statistik terhadap nilai pretest dan posttest peserta didik dengan melakukan uji normalitas, homogenitas, dan Uji-T (paired sample test) dengan menggunakan program spss 18. Hasil rata-rata nilai N-gain yang diperoleh sebesar 0,45 % dan berada dalam kategori sedang. Hasil uji statistik menunjukan taraf signifikansi sebesar 0,00 lebih kecil dari = 0,05 (sign < 0,05) yang berarti H0 ditolak dan H1 diterima terdapat perbedaan. Hasil penelitian ini menunjukan bahwa dengan LKPD terintegrasi nilai Islami dalam pembelajaran berbasis masalah mampu meningkatkan kemampuan literasi sains peserta didik pada aspek kompetensi dan pengetahuan pada materi pencemaran lingkungan di SMP Negeri 1 Kotaagung Tiimur.

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Mind the Gap: Looking for Evidence-Based Practice ofScience Literacy for Allin Science Teaching Journals

Cited by 30 publications

References 23 publications

Vocabulary Instruction: A Critical Analysis of Theories, Research, and Practice

Vocabulary Instruction: A Critical Analysis of Theories, Research, and Practice

Learning the words AND knowing the concepts: an in‐depth study of one expert teacher's use of language as a cultural tool to support inquiry

Efektivitas LKPD Terintegrasi Nilai Islami pada Pembelajaran Berbasis Masalah untuk Meningkatkan Kemampuan Literasi Sains

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