Teaching Critical Literacy Principles to Math and Science Educators

Darvin, Jacqueline

doi:10.1080/10476210701535055

Cited by 4 publications

(4 citation statements)

References 7 publications

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“…For decades literacy educators have experienced significant challenges instructing secondary TCs in literacy practices in their content areas (Ansty & Bull, 2018;Moje, 2008;Spitler, 2011). Research shows that pre-service mathematics and science teachers are particularly resistant to literacy-based university courses (Darvin, 2007;Gee, 2008;Moje, 2008;Ng, 2012;Patterson Williams & Monte-Sano, 2020;Spitler, 2011). The limited literature available suggests many of them see literacy teaching as the job of the English or literacy teacher, and as such, demonstrate little enthusiasm to engage in literacy practices (Gee, 2008;Moje, 2008;Spitler, 2011).…”

Section: Rationalementioning

confidence: 99%

“…This transformation, however, can be challenging when working with TCs from some disciplines. Darvin (2007) observes that TCs from the sciences and math were often disgruntled with taking his Language Literacy and Culture in Education course that they considered a complete waste of time. He reported that:…”

Section: Theoretical Perspectivementioning

confidence: 99%

“…Several critical sources have identified some math and science TCs' reliance on one prescribed text for the course, emphasis on getting correct answers, and no time to deviate from course content as factors often impacting their resistance to literacy-based courses (Burns, 2005;Darvin, 2007;Magro, 2019). Darvin (2007) further theorizes that the challenges literacy educators experience with math and science TCs result from the pedagogical strategies they have witnessed that have greatly influenced how they believe math and science should be taught. In a sense, it is a world that has no place for literacy, which might result in some TCs constructing identities that do not embrace literacy in their subject disciplines.…”

Section: Theoretical Perspectivementioning

confidence: 99%

See 2 more Smart Citations

Reimagining Multiliteracies for Science and Mathematics Teacher Candidates during the Pandemic

Manning-Lewis¹,

Sanford²

2022

L & L

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The researchers used a duo-ethnographic approach to examine mathematics and science teacher-candidates (TCs) experiences with a Multiliteracies Across the Curriculum course during the pandemic and how the shift to online delivery impacted their attitudes. Through one researcher’s course reflections and students’ anonymous course survey comments in 2020, the research revealed that some TCs lack of exposure to literacy-based teaching impacted their literacy identities and initial resistance to the course. However, the shift to online learning, increased course relevance, exposure to diverse online methodologies and multiliterate tools seemed to have positively impacted mathematics and science TCs attitudes toward Multiliteracies Across the Curriculum compared to previous years.

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Section: Rationalementioning

confidence: 99%

Section: Theoretical Perspectivementioning

confidence: 99%

Section: Theoretical Perspectivementioning

confidence: 99%

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Reimagining Multiliteracies for Science and Mathematics Teacher Candidates during the Pandemic

Manning-Lewis¹,

Sanford²

2022

L & L

View full text Add to dashboard Cite

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“…Tantangan menerapkan strategi pembelajaran yang tepat untuk pengembangan kemampuan critical literacy bagisiswa denganlearning disabilities bermanfaat untuk meningkatkankemampuan critical literacy (Knight, 2009). Pentingnya guru untuk mendorong siswa mengembangkan pelajaran,menerapkan model yang kreatif dan efektif, dapat menaikkan critical literacy dalam Matematika dan IPA (Darvin, 2007). Pengembangan literasi matematika dan IPA ini juga diperlukan oleh ABK.…”

Section: Penemuan Direktorat Pembinaan Pendidikan Khusus Dan Layanan unclassified

Dampak Strategi Problem Posing terhadap Critical Literacy Siswa SLB

Sholihah

Rusilowati²

2017

phen

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AbstrakTujuan penelitian ini yaitu untuk mengetahui dampak strategi problem posing terhadapcritical literacysiswa sekolah luar biasa (SLB). Subjek Penelitian kualitatif ini menggunakan Single Subject Research Design yaitu satu siswa SLBtipe D(Tunadaksa) kelas VII SLB Purwosari, Kudus. Penelitian ini terdiri atas dua fase yaitu: (1) Fase Baseline "A", observasi atau melakukan pengukuran no intervation pada Prosen belajar mengajar (PBM) oleh guru kelas di dalam kelas integrasi untuk melihat keadaan/perilaku awal; (2) Fase Intervention "B", eksperimen atau pemberian perlakuan hanya terhadap subjek penelitian untuk melihat perubahan yang terjadi. Analisis data yang digunakan yaitu analisis visual dan diskriptif.

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Preparing students for the modern information landscape and navigating science–technology–society issues

Kruse,

Voss,

Easter

et al. 2024

J Res Sci Teach

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The goals of science education must be sufficiently broad to support learners navigating changing scientific, social, and media landscapes. This position paper builds upon existing scholarship to articulate a set of constructs useful for navigating the modern information landscape including constructs with a long history in science education (e.g., science content knowledge, science practices, nature of science) as well as those still relatively uncommon in science education (e.g., domain‐general epistemological beliefs, science disciplinary literacy, socioscientific reasoning, science media literacy, nature of technology, and critical consciousness). The paper first defines each construct, discusses how each construct supports navigating the modern information landscape, and explores research concerning the teaching and learning of each construct. Then, in the section “Application of Constructs to the Modern Information Landscape”, the paper succinctly explains how the constructs collectively combat particular struggles people may encounter. In addition to defining and articulating the constructs' utility, we explore strategies educators can use to integrate these constructs into their science teaching. Finally, we discuss implications for teaching, teacher education, and future research.

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Teaching Critical Literacy Principles to Math and Science Educators

Cited by 4 publications

References 7 publications

Reimagining Multiliteracies for Science and Mathematics Teacher Candidates during the Pandemic

Reimagining Multiliteracies for Science and Mathematics Teacher Candidates during the Pandemic

Dampak Strategi Problem Posing terhadap Critical Literacy Siswa SLB

Preparing students for the modern information landscape and navigating science–technology–society issues

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