Reading and writing to learn science: Achieving scientific literacy

Glynn, Shawn M.; Muth, K. Denise

doi:10.1002/tea.3660310915

Cited by 207 publications

(143 citation statements)

References 32 publications

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“…Over the last couple of decades, science and literacy educators interested in the authentic ways in which scientists read and write have sought to develop pedagogical approaches that explicitly integrate science and literacy through inquiry (Cervetti et al, 2006;Gaskins et al, 1994;Glynn & Muth, 1994;Hand et al, 2003;Moje, 2008;Palincsar & Magnusson, 2001;Pearson et al, 2010;Yore et al, 2004). This initiative acknowledges that "science is a process of inquiry conducted through the use of language" (Yore et al, 2004, p. 348) by embedding disciplinary literacy practices in school science inquiry.…”

Section: Integrated Science-literacy Instructionmentioning

confidence: 99%

Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach

Ødegaard

Haug

Mork

et al. 2014

International Journal of Science Education

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Section: Integrated Science-literacy Instructionmentioning

confidence: 99%

Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach

Ødegaard

Haug

Mork

et al. 2014

International Journal of Science Education

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“…While traditional views of the role of writing in the classroom privilege the mastery of scientific discourse and the communication of science knowledge (e.g. Langer & Applebee, 1987;Wallace, 1996), Glynn and Muth (1994) assert that '… the importance of being able to understand and explain -in clear language -the meaning of fundamental science concepts is central to scientific literacy ' (p. 1058, emphasis added). This view aligns with broader notions of scientific literacy that require students to practise writing about science for non-expert readerships; a view of scientific literacy that '… emphasises the centrality of communication skills and a commitment to informed and accessible contributions to public debate of the uses of science' (Hand, Prain, Lawrence, & Yore, 1999, p. 1023.…”

Section: Writing For Scientific Literacymentioning

confidence: 99%

The Challenge of Evaluating Students’ Scientific Literacy in a Writing-to-Learn Context

Tomas

Ritchie

2014

Res Sci Educ

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This paper reports on the challenge of evaluating students' scientific literacy in a writing-to-learn context, as illustrated by our experience with an online sciencewriting project. In this mixed-methods study, Year 9 students in a case study class (13-14 year olds, n = 26) authored a series of two 'hybridised' short stories that merged scientific and narratives genres about the socioscientific issue of biosecurity. In seeking to measure the efficacy of the intervention, we sought evidence of students' conceptual understanding communicated through their stories. Finding a suitable instrument presented our first challenge. This led to the development of scoring matrices to evaluate students' derived sense of scientific literacy. Student interviews were also conducted to explore their understanding of concepts related to the biosecurity context. While the results of these analyses showed significant improvements in students' understanding arising from their participation in the writing tasks, the interviews highlighted a second challenge in evaluating students' scientific literacy; a disparity between their written and vocalised understandings. The majority of students expressed a deeper level of conceptual understanding at interview than they did in their stories. The interviews also revealed alternative conceptions and instances of superficial understanding that weren't expressed in their writing. Aside from the methodological challenge of analysing stories quantitatively, these findings suggest that in a writing-to-learn context, evaluating students' scientific literacy can be difficult. An examination of these artefacts in combination with interviews about students' written work provided a more comprehensive evaluation of their developing scientific literacy. The implications of this study for our understanding of the derived sense of scientific literacy, as well as implications for classroom practice, are also discussed.

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“…Belajar adalah proses aktif membangun hubungan konseptual antara pengetahuan baru dan pengetahuan yang sudah ada (Glynn et al, 1994(Glynn et al, : 1060. Menurut Wrench et al (2009: 224) untuk mencapai keberhasilan optimal dalam kegiatan pembelajaran maka harus terjalin proses membangun hubungan komunikasi yang efektif antara guru dengan peserta didik.…”

Section: Pendahuluanunclassified

Tinjauan Kepraktisan Model Pembelajaran Fisika “PRODUKSI” Terhadap Keterlaksanaan Pembelajaran dan Aktivitas Belajar Siswa

Fadly

2017

sceducatia

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. The purpose of this study is to determine the practicality of learning model "PRODUKSI" to the process of learning execution and student learning activities. The research method used is experiment with one-shot case study design. The location of the research is at SMAN 2 Bojonegoro and the research sample is chosen by purposive sampling. Data were collected through observation and then analyzed based on data characteristic with descriptive qualitative and quantitative descriptive. The results showed that: 1) PRODUKSI learning model can be implemented and successfully support communicative project-based physics learning, and 2) learning activities during the implementation of PRODUKSI model involves project activity and communicative learning, where each learning activity emphasizes on the realization: student-centered learning, social interaction and collaboration among students, creative freedom and independence to students, as well as an active and interactive learning environment.Tujuan penelitian ini adalah untuk mengetahui kepraktisan model pembelajaran "PRODUKSI" terhadap keterlaksanaan pembelajaran dan aktivitas belajar siswa. Metode penelitian yang digunakan adalah eksperimen dengan desain one-shot case study. Lokasi penelitian adalah di SMAN 2 Bojonegoro dan sampel penelitian dipilih secara purposive sampling. Data dikumpulkan melalui observasi dan kemudian dianalisis berdasarkan karakteristik data dengan deskriptif kualitatif dan deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa: (1) model pembelajaran PRODUKSI dapat dilaksanakan dan berhasil mendukung pembelajaran fisika komunikatif berbasis proyek, dan (2) aktivitas belajar selama penerapan model pembelajaran PRODUKSI melibatkan aktivitas proyek dan pembelajaran komunikatif, di mana setiap aktivitas belajarnya menekankan pada terwujudnya: pembelajaran berpusat pada siswa, interaksi sosial dan kolaborasi antar siswa, kebebasan dan kemandirian berkreasi pada siswa, serta suasana belajar aktif dan interaktif.2017 Scientiae Educatia: Jurnal Pendidikan Sains. All rights reserved PendahuluanBelajar adalah proses aktif membangun hubungan konseptual antara pengetahuan baru dan pengetahuan yang sudah ada (Glynn et al., 1994(Glynn et al., : 1060. Menurut Wrench et al. (2009: 224) untuk mencapai keberhasilan optimal dalam kegiatan pembelajaran maka harus terjalin proses membangun hubungan komunikasi yang efektif antara guru dengan peserta didik. Melalui pembelajaran komunikatif, siswa akan diberi ruang untuk melakukan transfer pengetahuan sehingga dapat mewujudkan pengetahuan fisika yang semula abstrak menjadi lebih mudah dipahami.

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Reading and writing to learn science: Achieving scientific literacy

Cited by 207 publications

References 32 publications

Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach

Challenges and Support When Teaching Science Through an Integrated Inquiry and Literacy Approach

The Challenge of Evaluating Students’ Scientific Literacy in a Writing-to-Learn Context

Tinjauan Kepraktisan Model Pembelajaran Fisika “PRODUKSI” Terhadap Keterlaksanaan Pembelajaran dan Aktivitas Belajar Siswa

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