Scientific Literacy in the Wild: Using Multimodal Texts in and out of School

Buchholz, Beth A.; Pyles, Damiana Gibbons

doi:10.1002/trtr.1678

Cited by 14 publications

(7 citation statements)

References 17 publications

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“…In line with Gautier (2012), students need to know how traditional musical instruments are made and have a connection with nature conservation. Reviewing Buchholz & Pyles (2018), the ability of students to repeat RPO independently after learning at school needs to be trained continuously. RPO based smartphone and indigenous technology innovation are very urgent to be studied, applied, and become an effort to educate students to understand various ways for indigenous knowledge preservation, using gadgets especially smartphones wiser in school, responsible as global citizens, and actively communicating and collaborating.…”

Section: Figurementioning

confidence: 99%

Effect of Real-time Physics Organizer Based Smartphone and Indigenous Technology to Students’ Scientific Literacy Viewed from Gender Differences

Pramuda¹,

Mundilarto²,

Kuswanto³

et al. 2019

INT J INSTRUCTION

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This study aims to obtain information regarding the effect of the RPO on students' scientific literacy using global scientific literacy questionnaire (GSLQ) in terms of GSLQ dimension and gender differences. The quantitative research approach is used with experimental methods. The U Mann Whitney, Wilcoxon, T-Test, and descriptive statistics were used to determine whether there were differences in students' global scientific literacy between the control group and the experiment group. The results show that there are no significant differences in students' global scientific literacy between the control and experiment groups, nevertheless, the results in the experiment group show that RPO appears to have significant effects, especially in the habits of mind dimension and across students' gender. Male students in the experiment group are able to show better results on habits of mind dimension than female students. However, female students in the experiment group are able to show a higher increase than the students in the control group.

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Section: Figurementioning

confidence: 99%

Effect of Real-time Physics Organizer Based Smartphone and Indigenous Technology to Students’ Scientific Literacy Viewed from Gender Differences

Pramuda¹,

Mundilarto²,

Kuswanto³

et al. 2019

INT J INSTRUCTION

View full text Add to dashboard Cite

show abstract

“…Constructivism holds that people's life experiences are the most fundamental source of knowledge, and that the generation and construction of knowledge is accomplished through the summation of life experiences [ 14 ]. Constructivism developed its theory based on philosophical theory, which became a theoretical basis for the scaffolded teaching model in its subsequent development [ 15 ]. Constructivist theory can be seen in many fields, and Hartman argues that it contains two thoughts: social constructivism and cognitive constructivism.…”

Section: Related Workmentioning

confidence: 99%

English Translation Ability for Cultivation Mode Based on Multimodal Auxiliary Scaffolding Teaching Method

Meng

2022

Computational Intelligence and Neuroscience

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English learning occupies a very important position in college students’ learning, and English translating is a skill that must be mastered to learn English, and translating can be used to measure the comprehensive level of college students’ English learning. However, surveys show that English translation is still a difficult part of the English learning process for college students. Traditional translation teaching only focuses on the result and ignores the process; the classroom atmosphere is dull; students are not highly motivated to write; and students’ knowledge of translating and its skills are lacking. Therefore, translating teaching should combine results and process and explore teaching methods that can improve students’ interest and translating ability. In this paper, scaffolded teaching is the main teaching method, and multimodal teaching is used to support scaffolded teaching in college English translating teaching. This study provides experimental support for the interactive group teaching method. It also provides a feasible teaching method option for college English teachers to implement student-centered teaching practices and helps college English teachers transition from the traditional teacher-oriented indoctrination classroom teaching method to a student-centered teaching method that combines English skill development and skill application. In addition, students in the experimental group were equipped with the ability to self-correct and spontaneously improve on problems that occurred in their language. This study finds that in the group interactive cooperative teaching method, the teacher’s heuristic teaching with questions to promote answers can effectively improve college students’ intrinsic motivation to learn English; students’ cooperative exploration of the questions raised by the teacher in the group is conducive to cultivating students’ autonomy in English learning; in the teaching activities, the use of teaching materials to train students’ skills instead of sentence-by-sentence translation and grammatical analysis of sentence structures can help students master At the same time, the interactive and cooperative group teaching method, which involves students in learning through group activities, can effectively improve students’ English performance.

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“…Likewise, most wordless picture books include traditional story elements such as well‐developed settings and characters who exhibit particular traits and change over time. The ambiguity created by the lack of written text in wordless picture books leads to a natural application of inferencing strategies as one or more readers craft their interpretations of the story's events using visual evidence (Buchholz & Pyles, 2018). When wordless picture books are used within shared reading events, the reader is given a conscious choice to broaden the meaning possibilities as they apply their own understandings to the story.…”

Section: Wordless Readingmentioning

confidence: 99%

Reading Without Words: Cultivating Bi/Multilingual Family Engagement

Moody¹,

Matthews²

2022

The Reading Teacher

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Integrating wordless picture books allows bi/multilingual families to demonstrate their rich storytelling and reading competence. …when you read a book with words, you're just reading what the author put…but when you see a picture book like Bluebird, I guess you can kind of make your own story of what was happening. (Jose, Parent Interview)amily engagement is a critical component of emergent literacy development (Swain & Cara, 2019), and thus schools take myriad approaches to ensure that bi/multilingual families have the tools to support home literacy. One approach that has been largely overlooked is shared reading with wordless picture books. As Jose (all names are pseudonyms) noted, these books create a new family literacy ecology by allowing all members to become active participants in constructing the plot, setting, and characters. This may be particularly salient for schools seeking to develop literacy partnerships with bi/multilingual families. These families have rich semiotic resources that are often overlooked due to English language and literacy proficiency or a lack of familiarity with generic reading practices in the United States (US) (García & Kleifgen, 2020;Jensen, 2021;Lizárraga & Gutiérrez, 2018). Because they often do not have access to texts typically used in schools, wordless picture books may provide a more inviting approach to literacy that capitalizes on bi/multilingual families' meaning-making resources (García, 2020) and fosters a reciprocal literacy partnership between teachers and families.Drawing from the literature on family engagement, language practices, and shared readings, we showcase how bi/multilingual families in our study engaged in communal storytelling through employing their meaningmaking resources and rich linguistic repertoires. We conclude with implications for how wordless picture books can foster school-home partnerships with bi/ multilingual families.

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Scientific Literacy in the Wild: Using Multimodal Texts in and out of School

Cited by 14 publications

References 17 publications

Effect of Real-time Physics Organizer Based Smartphone and Indigenous Technology to Students’ Scientific Literacy Viewed from Gender Differences

Effect of Real-time Physics Organizer Based Smartphone and Indigenous Technology to Students’ Scientific Literacy Viewed from Gender Differences

English Translation Ability for Cultivation Mode Based on Multimodal Auxiliary Scaffolding Teaching Method

Reading Without Words: Cultivating Bi/Multilingual Family Engagement

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