The Effect of an Integrated Strategies Approach to Promoting Scientific Literacy on Grade 6 and 7 Learners' General Literacy Skills

Autor/inn/en	Webb, Paul; Mayaba, Nokhanyo
Titel	The Effect of an Integrated Strategies Approach to Promoting Scientific Literacy on Grade 6 and 7 Learners' General Literacy Skills
Quelle	In: African Journal of Research in Mathematics, Science and Technology Education, 14 (2010) 3, S.34-49 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1029-8457
DOI	10.1080/10288457.2010.10740690
Schlagwörter	Elementary School Students; Middle School Students; Grade 6; Grade 7; Scientific Literacy; Science Process Skills; Foreign Countries; Native Language; Language of Instruction; English; African Languages; Interviews; Observation; Rural Schools; Experimental Groups; Control Groups; Statistical Analysis; Reading Skills; Reading Improvement; Listening Skills; Writing Skills; Student Improvement; Code Switching (Language); Integrated Curriculum; Integrated Activities; Educational Strategies; Pretests Posttests; South Africa + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; Ausland; Teaching language; Unterrichtssprache; English language; Englisch; Africa; Language; Languages; Afrika; Sprachen; Afrikanische Sprache; Interviewing; Interviewtechnik; Beobachtung; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Statistische Analyse; Reading skill; Lesefertigkeit; Writing skill; Schreibfertigkeit; Integrierender Unterricht; Lehrstrategie; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This study investigates the effects of a scientific literacy strategy which focuses on reading, writing, talking and doing science on the development of grade six and seven learners' general literacy skills, both in their home language (isiXhosa) and the language of classroom instruction (English). A mixed method design was used. Quantitative data were generated via baseline and post-testing of learners' language skills and qualitative data were generated by interviews and classroom observation. The sample comprised of seven grade six and seven (multigrade) classes in seven primary schools (five experimental schools and two comparison schools) in the deep rural area of the Tyumie Valley in the Eastern Cape. Mean score differences between the experimental and comparison groups for the reading, writing, listening and speaking aspects of the literacy test were analysed using Analysis of Co-variance (ANCOVA) techniques. Qualitative data generated were used to gain insights into the statistical findings. The data suggest that the scientific literacy strategy statistically significantly improved the learners' reading skills in English, their listening skills in both English and isiXhosa, and their writing in isiXhosa over the course of one academic year. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01