Pathway Towards Fluency: Using ‘disaggregate instruction’ to promote science literacy

Brown, Bryan A.; Ryoo, Kihyun; Rodriguez, Jamie

doi:10.1080/09500690903117921

Cited by 38 publications

(43 citation statements)

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“…These types of informal education opportunities outside the K-12 classroom, with audiences that can include adults, are less frequent, likely because scientists are unaware of the existence of such opportunities (1). Additionally, because of their informality, science centers provide an excellent opportunity for researchers to discuss their work in everyday, nontechnical language, which has been shown to improve the understanding of science concepts (7,8). To date, most studies have examined the motivation of and challenges facing scientists participating in such outreach (1,10,13,16).…”

mentioning

confidence: 98%

Training scientists in a science center improves science communication to the public

Webb

Fetsch

Israel³

et al. 2012

Advances in Physiology Education

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mentioning

confidence: 98%

Training scientists in a science center improves science communication to the public

Webb

Fetsch

Israel³

et al. 2012

Advances in Physiology Education

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“…Bruner (1966Bruner ( , 1986, Lemke (1990), Taber (2000), Driver et al (2000), Newton (2002), Mercer et al (2004) and, more recently, Brown and his coauthors (Brown and Ryoo 2008;Brown et al 2010;Brown and Spang 2008), for example, concentrate on how thinking may be scaffolded (to use Bruner's term for the sociocultural learning process exemplified by Vygotsky's zone of proximal development (ZPD); see Foley 1994;Mooney 2000). From an ethnographic perspective, Brown and colleagues' work has emphasised the linguistic dimensions of scaffolding.…”

Section: Scaffoldingmentioning

confidence: 99%

“…From a study of the sociolinguistic discourse of a science teacher, Brown and his co-researchers concluded that, Bby including vernacular alternatives to science terms, students were given a vision of science that was connected to their collective experience^ (Brown and Spang 2008, p. 731). They believe that Bthe acquisition of the academic language of science remains one of the most difficult aspects of students' science learning^ (Brown et al 2010(Brown et al , p. 1490). Lemke's (1990) firm recommendation was that Teachers should express all semantic relations among terms, and all conceptual relationships for each topic, in ordinary colloquial language as well as in scientific language, insofar as possible, and clearly signal when they are using each.…”

Section: Scaffoldingmentioning

confidence: 99%

Switching Between Everyday and Scientific Language

Blown

Bryce

2016

Res Sci Educ

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The research reported here investigated the everyday and scientific repertoires of children involved in semi-structured, Piagetian interviews carried out to check their understanding of dynamic astronomical concepts like daytime and night-time. It focused on the switching taking place between embedded and disembedded thinking; on the imagery which subjects referred to in their verbal dialogue and their descriptions of drawings and play-dough models of the Earth, Sun and Moon; and it examined the prevalence and character of animism and figurative speech in children's thinking. Five hundred and thirty-nine children (aged 3-18) from Wairarapa in New Zealand (171 boys and 185 girls) and Changchun in China (99 boys and 84 girls) took part in the study. Modified ordinal scales for the relevant concept categories were used to classify children's responses and data from each age group (with numbers balanced as closely as practicable by culture and gender) analysed with KolmogorovSmirnov two-sample tests (at an alpha level of 0.05). Although, in general, there was consistency of dynamic concepts within and across media and their associated modalities in keeping with the theory of conceptual coherence (see Blown and Bryce 2010; Bryce and Blown 2016), there were several cases of inter-modal and intra-modal switching in both cultures. Qualitative data from the interview protocols revealed how children switch between everyday and scientific language (in both directions) and use imagery in response to questioning. The research indicates that children's grasp of scientific ideas in this field may ordinarily be under-estimated if one only goes by formal scientific expression and vocabulary.Keywords Everyday and scientific language . Embedded and disembedded thinking . Switching . Animism and figurative speech . Astronomy . Daytime and night-time Much of the published research into the acquisition of scientific ideas by young people has concentrated upon their growing accumulation of correct or appropriately expressed terms for important concepts. This paper explores the boundaries between such language and the communications which precede and pre-determine its character. The empirical research which Res Sci Educ (2017) 47:621-653

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“…It is in this sense that AL words become, as argued by Nagy and Townsend, tools for communication and comprehension. This focus on high-utility AL is not in opposition to the teaching discipline-specific AL, where the emphasis is on increasing adolescents' facility with the language that is unique to math, science, or history; rather it is complementary (August et al, 2009;Brown, Ryoo, & Rodriguez, 2010;). …”

Section: Whatmentioning

confidence: 99%

Improving Reading Comprehension of Middle and High School Students

Santi¹,

Reed²

2015

Literacy Studies

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While language defines humanity, literacy defines civilization. Understandably, illiteracy or difficulties in acquiring literacy skills have become a major concern of our technological society. A conservative estimate of the prevalence of literacy problems would put the figure at more than a billion people in the world. Because of the seriousness of the problem, research in literacy acquisition and its breakdown is pursued with enormous vigor and persistence by experts from diverse backgrounds such as cognitive psychology, neuroscience, linguistics and education. This, of course, has resulted in a plethora of data, and consequently it has become difficult to integrate this abundance of information into a coherent body because of the artificial barriers that exist among different professional specialties. The purpose of this series is to bring together the available research studies into a coherent body of knowledge. Publications in this series are of interest to educators, clinicians and research scientists in the above-mentioned specialties. Some of the titles suitable for the Series are: fMRI, brain imaging techniques and reading skills, orthography and literacy; and research based techniques for improving decoding, vocabulary, spelling, and comprehension skills. This work is subject to copyright. All rights are reserved by the Publisher, whether the whole or part of the material is concerned, specifically the rights of translation, reprinting, reuse of illustrations, recitation, broadcasting, reproduction on microfilms or in any other physical way, and transmission or information storage and retrieval, electronic adaptation, computer software, or by similar or dissimilar methodology now known or hereafter developed. The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made.Printed on acid-free paper Springer International Publishing AG Switzerland is part of Springer Science+Business Media (www. springer.com) AbstractThe focus of this Springer Literacy Edition is to provide the most current research regarding instruction in the area of comprehension for middle and high school students. Each author of the first four chapters will focus on a core subject area in middle and high school and discuss the current research along with instructional implications for this particular population. Core subject areas are defined as social studies/history, science, English language arts, and mathematics. Three additional chapters on special educatio...

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Pathway Towards Fluency: Using ‘disaggregate instruction’ to promote science literacy

Cited by 38 publications

References 38 publications

Training scientists in a science center improves science communication to the public

Training scientists in a science center improves science communication to the public

Switching Between Everyday and Scientific Language

Improving Reading Comprehension of Middle and High School Students

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