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.

Hip-Hop, the “Obama Effect,” and Urban Science Education

2012 ◽  
Vol 114 (2) ◽  
pp. 1-24 ◽  
Author(s):  
Christopher Emdin ◽  
Okhee Lee
Keyword(s):  
Science Education ◽  
Academic Success ◽  
Urban Youth ◽  
Hip Hop ◽  
Science Classrooms ◽  
Urban Science Education ◽  
Hip Hop Culture ◽  
Urban Science ◽  
Science Educators

Background/Context With the ever increasing diversity of schools, and the persistent need to develop teaching strategies for the students who attend today's urban schools, hip-hop culture has been proposed to be a means through which urban youth can find success in school. As a result, studies of the role of hip-hop in urban education have grown in visibility. Research targeted toward understanding the involvement of urban youth in hip-hop and finding ways to connect them to school often rest primarily on the role of rap lyrics and focus exclusively on language arts and social studies classes. Purpose of the Study The purpose of this article is to move beyond the existing research on science education by utilizing an ongoing study to interrogate hip-hop culture, its relation to the “Obama effect,” and the role of hip-hop culture in creating new possibilities for urban youth in science. The discussion of hip-hop in urban schooling is grounded in the concept of social capital to explain what makes hip-hop youth who they are and how this knowledge can become a tool for supporting their academic success. Specifically, the discussion is based on theoretical constructs related to hip-hop in urban settings, including social networks, identity, and realness and emotional energy. Research Design To explore the complexities of hip-hop and the impact of the artifacts it generates on urban science education, we examined qualitative data illustrating the enactment of hip-hopness or a hip-hop identity in urban science classrooms. Specifically, we examined the “Obama effect” and its connection to hip-hop and science education. Findings The findings indicate that when teachers bring hip-hop into their science instruction, certain markers of interest and involvement that were previously absent from science classrooms become visible. Especially, the examples of the Obama effect in urban high school science classrooms in this article illustrate that science educators can strengthen hip-hop youth's connections to school and science by consistently using the science-related decisions President Obama is making as opportunities to teach science. Conclusions By engaging in a concerted focus on hip-hop culture, science educators can connect urban youth to science in ways that generate a genuine recognition of who they are, an appreciation of their motivation for academic success, and an understanding of how to capitalize on hip-hop culture for their identities as science learners. Such efforts can eventually lead urban youth to become “the best and brightest” in the science classroom and pursue careers in science-related fields.

The Role of Technology in Interdisciplinary Language Teaching

2021 ◽  
pp. 197-218
Author(s):  
Azlin Zaiti Zainal
Keyword(s):  
Science Education ◽  
21St Century ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Science Literacy ◽  
Language Teaching ◽  
Interdisciplinary Learning ◽  
Interdisciplinary Teaching ◽  
Use Of Technology

In discourses of 21st century learning, there is an increasing emphasis on interdisciplinary learning. In this chapter, the author first looks at previous research on interdisciplinary teaching and learning. Next, the concept of scientific literacy and how this is related to language will be discussed. The intersections between the teaching of science literacy and language teaching and learning will also be explored. This is followed by research on the use of technology in science education and how technology can enhance science literacy.

scholarly journals A Cave As A Third Space In Tom Schulman’s Play Dead Poets Society; Practical Inspiration For Teachers

2019 ◽  
Vol 3 (2) ◽  
pp. 26
Author(s):  
Eka Sugeng Ariadi
Keyword(s):  
Social Practice ◽  
Cognitive Process ◽  
Writing Skills ◽  
Third Space ◽  
Home School ◽  
Literature Teaching ◽  
Reading And Writing ◽  
Bloom’S Taxonomy ◽  
Process Dimension

Literacy is not a matter of talking and discussing the improvement of reading and writing skills, yet more than that, it is extending as a kind of social practice which involving people’s mundane life to generate specific and unique products of each person. Luckily, literacy can be a put in other subjects; literature and education. In this paper, the notion of third space in literacy is applied as the tool to analyze the role of a cave in Tom Schulman’s play Dead Poets Society, which then influencing a group of Welton Academy students’ awareness of their personal identities, their own cognition and their knowledge needed. To examine the students' movements in connecting three spaces; home, school, and cave, the researcher uses the Knowledge and Cognitive Process dimension, which is retrieved from Bloom’s taxonomy revision as proposed by Krathwohl (2002). The result confirms that the role of a cave, as third space, assists much the students to seek their own voices and identities, and definitely rises their confidence, creativities, and innovations for better transformation. Keywords: Third space, Literacy, Literature, Teaching

SHARING SCIENCE: CHARACTERISTICS OF EFFECTIVE SCIENTIST-TEACHER INTERACTIONS

2002 ◽  
Vol 26 (3) ◽  
pp. 158-167 ◽  
Author(s):  
Nancy J. Pelaez ◽  
Barbara L. Gonzalez
Keyword(s):  
Science Education ◽  
Education Reform ◽  
Scientific Literacy ◽  
Personal Characteristics ◽  
Research Literature ◽  
Successful Implementation ◽  
Classroom Teachers ◽  
National Guidelines ◽  
K 12 ◽  
Education Symposium

Despite national guidelines to reform K-12 science education, our students are not learning science any better. Conducted under the auspices of the American Association for the Advancement of Science, a symposium examined several programs where professional scientists interact with classroom teachers to improve science education. Symposium participants described their projects and discussed the factors that contribute or detract from each project’s success. The events of this symposium are critically analyzed. Four themes emerged as issues that affect the successful implementation and continuation of science education reform projects: scientific literacy as a primary goal, personal characteristics and commitment of project partners, curricular change built on social and developmental goals, and the incentive/reward structures in universities and school systems. This review of the emergent themes places the opinions of the symposium participants into the larger context of a growing science education research literature to inform others about synergy between professional scientists and classroom teachers. Our aim is to help others learn about the characteristics of effective partnerships to improve science education.

scholarly journals New directions in socioscientific issues research

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Dana L. Zeidler ◽  
Benjamin C. Herman ◽  
Troy D. Sadler
Keyword(s):  
Science Education ◽  
Education Research ◽  
Perspective Taking ◽  
Scientific Literacy ◽  
Socioscientific Issues ◽  
Interdisciplinary Science ◽  
Socioscientific Reasoning ◽  
New Directions ◽  
Recent Trends

AbstractThe socioscientific issues framework has proven to have a significant impact over the last two decades on many areas related to the development of functional scientific literacy in students. In this article, we summarize and synthesize recent trends in socioscientific issues research that impact both disciplinary and interdisciplinary science education research. These trends represent science-in-context investigations that we propose are advanced by three broad and interrelated areas of research including: 1) Socioscientific Issues and the Central Role of Socioscientific Reasoning; 2) Socioscientific Issues and the Primacy of Socioscientific Perspective Taking; and, 3) Socioscientific Issues and the Importance of Informal and Place-Based Contexts. We discuss the most recent research in those areas and explore the educational significance these new trends.

scholarly journals The opportunities and challenges for ICT in science education

2017 ◽  
Vol 5 (1) ◽  
pp. 12-22
Author(s):  
Vesna Ferk Savec
Keyword(s):  
Science Education ◽  
Content Knowledge ◽  
Science Teachers ◽  
Teaching Experience ◽  
Science Classrooms ◽  
Pedagogical Content ◽  
Service Training ◽  
E Learning ◽  
Learning Platforms

The article examines the opportunities and challenges for the use of ICT in science education in the light of science teachers’ Technological Pedagogical Content Knowledge (TPACK). Some of the variables that have been studied with regard to TPACK framework in science classrooms (such as teachers' self-efficacy, gender, teaching experience, teachers’ believes, etc.) are reviewed, also variations of TPACK framework specific for science education are elaborated. In conclusion some of the aspects of TPACK in science education that need to be addressed in future are indicated, e.g. the development of subject specific ICT-based resources and e-learning platforms; training to develop science teachers’ integrated skills for the implementation of ICT in their subject teaching; the importance of continuous encouraging of science teachers’ for their participation in in-service training related to the use of ICT; and the examination of the role of science teachers’ TPACK in developing of students’ 21st century trans-disciplinary skills.

scholarly journals Letramento escolar em aula de língua inglesa: uma proposta pedagógica de leitura crítica

2018 ◽  
Vol 9 (1) ◽  
pp. 91
Author(s):  
Josimayre Novelli ◽  
Neiva Maria Jung ◽  
Elaine De Castro
Keyword(s):  
Foreign Language ◽  
Social Practice ◽  
Text Comprehension ◽  
Basic Education ◽  
Social Practices ◽  
Previous Knowledge ◽  
School Students ◽  
Reading And Writing ◽  
Literacy As Social Practice ◽  
Reading Activity

Teaching a Foreign Language (FL) in Basic Education has among one of its goals contributing to the learner’s singular experience of building meaning by a discursive basis domain (Brasil, 1998), by means of reading and writing activities that promote his engagement in varied social practices and his formation as a citizen (Schlatter, 2009). This way, it’s presented a reading activity to Elementary School students based in Critical Reading (CR) and literacy as social practice (Street, 2014). It is started from reading as a process, proposing steps to achieve it (pre-reading, while-reading e post-reading), which involve previous knowledge of the text issue, text comprehension and interpretation and the development of the learner’s criticism through the text, respectively. Considering this proposal, it’s expected to emphasize the importance of CR to increase the learners’ participation in literate social practices, contributing to the formation of a critical reader and a citizen.

THE ROLE OF LITERACY METHODS IN MASTERING OF WRITTEN LANGUAGE BY STUDENTS WITH DEVELOPMENTAL DYSLEXIA

2019 ◽  
Vol 7 (1) ◽  
pp. 10-18
Author(s):  
Tsvetanka Tsenova
Keyword(s):  
Experimental Work ◽  
Developmental Dyslexia ◽  
Reading Skills ◽  
Writing Skills ◽  
Written Language ◽  
Reading And Writing ◽  
Empirical Verification ◽  
Literacy Methods ◽  
The Relationship

This article focuses on the relationship between literacy methods applied at school and the emergence of serious difficulties in mastering reading and writing skills that shape the developmental dyslexia. The problem was analyzed theoretically and subjected to empirical verification. Experimental work was presented which aims to study the phonological and global reading skills of 4- th grade students with and without dyslexia. Better global reading skills have been demonstrated in all tested children, and this is much more pronounced in those with dyslexia than their peers without disorders. Hence, the need to develop a special, corrective methodology for literacy of students with developmental dyslexia consistent with their psychopathological characteristics.

ROLE OF HARDWARE STARTUPS IN FACILITATING ELECTRONICS AND COMPUTER SCIENCE EDUCATION FOR KIDS: SURVEY OF HARDWARE PRODUCTS

2018 ◽  
Vol 74 (8) ◽  
Author(s):  
Slim Chtourou ◽  
Mohamed Kharrat ◽  
Nader Ben Amor ◽  
Mohamed Jallouli ◽  
Mohamed Abid
Keyword(s):  
Science Education ◽  
Computer Science ◽  
Computer Science Education
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