Using Technology to Support Expository Reading and Writing in Science Classes

2010 ◽  
Vol 47 (3) ◽  
pp. 89-102 ◽  
Author(s):  
José A. Montelongo ◽  
Roberta J. Herter
Keyword(s):  
Reading And Writing ◽  
Writing In Science ◽  
Science Classes

scholarly journals Efeitos de sentido sobre transgênicos produzidos a partir da transformação nas condições de produção de leitura

2021 ◽  
Vol 5 (1) ◽  
pp. 176-193
Author(s):  
Alberto Lopo Montalvão Neto ◽  
Elisabeth Barolli
Keyword(s):  
Decision Making ◽  
Undergraduate Students ◽  
Political Issues ◽  
Reading And Writing ◽  
Scientific Controversies ◽  
The Face ◽  
Writing In Science ◽  
Socially Relevant ◽  
Undergraduate Science ◽  
Production Conditions

Resumo: Reflexões relativas à Ciência e à Tecnologia têm se pautado no entorno de questões socialmente relevantes. Assim, além de colocar como fundamental um olhar para as relações entre tais eixos e a Sociedade, no presente trabalho, demonstramos como uma atividade baseada na leitura e na escrita no Ensino de Ciências, que visa autonomia e tomada de decisões, pode gerar outras compreensões por licenciandos em Ciências Biológicas. Analisamos os efeitos de sentido produzidos após ocorrer mudanças nas condições de produção de leitura, por meio do contato desses sujeitos com tipos textuais diversos. Nosso intuito foi compreender como se dão os seus posicionamentos frente as controvérsias científicas, mais especificamente no que se refere aos alimentos transgênicos. Para tal finalidade, analisamos produções textuais dissertativas, e observamos a ocorrência de mudanças nas condições de produção influenciaram a produção de sentidos dos licenciandos de/sobre transgenia, bem como em relação às controvérsias e questões sociopolíticas concernentes.Palavras-chave: CTS; Controvérsias Científicas; Análise de Discurso; Transgênicos. Meaning effects on transgenics produced from transformation in reading production conditions Abstract: Reflections on Science and Technology have been based on socially relevant issues. In addition to placing as crucial a look at the relationships between those axes and the Society, in the present work, we demonstrate how an activity based on reading and writing in Science Teaching, which aims at autonomy and decision making, can generate other understandings by undergraduate science Biological students. We analyze the meaning effects produced after changes in the conditions of reading production, through the contact of these subjects with different textual types. Our aim was to understand how their positions take place in the face of scientific controversies, more specifically with regard to transgenic foods. Analyzing textual dissertation productions, we observed that changes in production conditions influenced the production of senses of the undergraduate students on/about transgenics, as well as in relation to the controversies and socio-political issues involved.Keywords: STS; Scientific Controversies; Discourse Analysis; Transgenics.  

Incorporating theology and philosophy of science into the physics classroom

2018 ◽  
Vol 22 (2) ◽  
pp. 142-156
Author(s):  
Emily Grace ◽  
Rachel B Griffis
Keyword(s):  
Christian College ◽  
Christian Faith ◽  
Research Papers ◽  
Intellectual Work ◽  
Reading And Writing ◽  
Physics Courses ◽  
The Earth ◽  
Science Classes ◽  
Scientific Arguments ◽  
Theology And Philosophy

This article is a small empirical study based on two assignments, both involving reading and writing, in two physics courses at a Christian college. Students read theological, philosophical, and scientific arguments and produced research papers. By performing interdisciplinary intellectual work, students considered the compatibility of science and Christian faith through a specific issue: the age of the earth and universe. Students indicated that they both changed and formed beliefs through their completion of the assignments. Furthermore, students became more amenable to the possibility that the principles of Christianity and science are compatible. The authors argue that incorporating theological questions into science classes fosters students' faith as well as their learning and moral development.

USING COOPERATIVE LEARNING TO IMPROVE READING AND WRITING IN SCIENCE

1997 ◽  
Vol 13 (1) ◽  
pp. 53-70 ◽  
Author(s):  
Catherine R. Nesbit ◽  
Cynthia A. Rogers
Keyword(s):  
Cooperative Learning ◽  
Reading And Writing ◽  
Writing In Science

scholarly journals Setting Up Of AWriting Process In Academic Context To Produce Meaning In French

2016 ◽  
Vol 12 (23) ◽  
pp. 390
Author(s):  
Assia Benabid
Keyword(s):  
Language Learning ◽  
Active Role ◽  
Scientific Discourse ◽  
Science Students ◽  
Writing Ability ◽  
Academic Context ◽  
Postgraduate Students ◽  
Pedagogical Discourse ◽  
Writing In Science ◽  
Science Classes

Today pedagogy’s main preoccupation lies in focusing on postgraduate students’ writing in science classes. This is the case for two reasons. The first reason takes into account student’s difficulties in acquiring linguistic competences. Therefore, the overall curriculum has to allow more time for this activity. The second reason is related to the evolution in the pedagogical discourse, for it insists on the active role that students should benefit from during their language learning. It is in this way that they can learn to become efficient. To train science students in Morocco in understanding and producing a postgraduate scientific discourse in French requires a preparation, which will provide them with some clues regarding their writing ability. Indeed, by installing a writing process enhancing the building up of meaning, these students will become capable of deciphering and producing scientific discourse.

scholarly journals Scientific literacy as social practice: Implications for reading and writing in science classrooms

2015 ◽  
Vol 11 (3) ◽  
pp. 268-281 ◽  
Author(s):  
Gard Ove Sørvik ◽  
Sonja M. Mork
Keyword(s):  
Science Education ◽  
Scientific Literacy ◽  
Social Practice ◽  
Research Literature ◽  
Sociocultural Perspective ◽  
Science Classrooms ◽  
Reading And Writing ◽  
Writing In Science ◽  
Literacy As Social Practice

This article provides an introduction to what it means to adopt a view of literacy as social practice for science education. This view of literacy builds on the idea that reading and writing are best regarded as situated social practices involving text, not as a set of decontextualised and universally applicable skills. First, we draw on sociocultural perspectives on literacy to show how these perspectives inform our understanding of literacy when the context is science. Second, we use related research literature, mainly concerning the role of text in science education, to present a framework for approaching literacy in science classrooms from a sociocultural perspective. Finally, we discuss how a social view of literacy enables us to consider how literacy occurs in contexts relevant to a transcending science subject for scientific literacy.

Writing in Aphasia Rehabilitation: Cursive vs Manuscript

1976 ◽  
Vol 41 (4) ◽  
pp. 523-529 ◽  
Author(s):  
Daniel R. Boone ◽  
Harold M. Friedman
Keyword(s):  
Correct Response ◽  
The Other ◽  
Read Aloud ◽  
Writing Style ◽  
Reading And Writing ◽  
Manual Responses ◽  
Significant Difference ◽  
Written Form ◽  
The Individual ◽  
Read Number

Reading and writing performance was observed in 30 adult aphasic patients to determine whether there was a significant difference when stimuli and manual responses were varied in the written form: cursive versus manuscript. Patients were asked to read aloud 10 words written cursively and 10 words written in manuscript form. They were then asked to write on dictation 10 word responses using cursive writing and 10 words using manuscript writing. Number of words correctly read, number of words correctly written, and number of letters correctly written in the proper sequence were tallied for both cursive and manuscript writing tasks for each patient. Results indicated no significant difference in correct response between cursive and manuscript writing style for these aphasic patients as a group; however, it was noted that individual patients varied widely in their success using one writing form over the other. It appeared that since neither writing form showed better facilitation of performance, the writing style used should be determined according to the individual patient’s own preference and best performance.

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