'We Don't Read in Science': Student Perceptions of Literacy and Learning Science in Middle School

Autor/inn/en	Scholes, Laura; Stahl, Garth; Comber, Barbara; McDonald, Sarah; Brownlee, Jo Lunn
Titel	'We Don't Read in Science': Student Perceptions of Literacy and Learning Science in Middle School
Quelle	In: Cambridge Journal of Education, 51 (2021) 4, S.451-466 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Scholes, Laura) ORCID (Stahl, Garth) ORCID (Comber, Barbara) ORCID (McDonald, Sarah) ORCID (Brownlee, Jo Lunn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2020.1860192
Schlagwörter	Literacy Education; Middle School Students; Science Instruction; Content Area Reading; Student Attitudes; Teaching Methods; Reading Assignments; Inquiry; Identification (Psychology); Foreign Countries; Evaluation; Worksheets; Educational Technology; Computer Software; Visual Aids; Listening; Australia + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sinnerfassendes Lesen; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland; Evaluierung; Unterrichtsmedien; Anschauungsmaterial; Hörvorgang; Zuhören; Australien
Abstract	Building on work that brings literacy instruction and student science learner identity together, this study addresses a gap in research related to student experiences as readers in middle school science classrooms. To understand student perceptions of pedagogical approaches to reading in science, we asked 45 middle school students to reflect on what sort of reading participation was valued in their classroom and what they thought characterised a good learner in science. Findings show that evaluative reading is not perceived as central to learning; rather, a transmission pedagogic model of reading with an overreliance on fact sheets, worksheets and PowerPoint was reported. Students also drew attention to how listening to the teacher for information and following instructions related to practical activities is integral to a 'good science student' identity. Findings suggest that beliefs about what is valued in science classrooms has implications for science learner identities. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01