Unexpected Allies: Advancing Literacy in a "Science-English" Cross-Curricular Context

Autor/inn/en	McClune, Billy; Alexander, Joy; Jarman, Ruth
Titel	Unexpected Allies: Advancing Literacy in a "Science-English" Cross-Curricular Context
Quelle	In: International Journal of Educational Research, 55 (2012), S.66-78 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0883-0355
DOI	10.1016/j.ijer.2012.07.006
Schlagwörter	Intellectual Disciplines; Teaching Methods; Teacher Education; News Media; Critical Reading; Scientific Literacy; Critical Literacy; Multiple Literacies; Science Education; English Instruction; Science Teachers; English Teachers; Critical Thinking; Teaching Skills; Pedagogical Content Knowledge; Integrated Curriculum; Interdisciplinary Approach; Educational Strategies; Curriculum Design + Suchen Sie Ihr Suchwort? Geisteswissenschaften; Teaching method; Lehrmethode; Unterrichtsmethode; Lehrerausbildung; Lehrerbildung; Nachrichtenwesen; Kritisches Lesen; Naturwissenschaftliche Bildung; English langauage lessons; Englischunterricht; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; English language lessons; Kritisches Denken; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Pädagogische Kompetenz; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Lehrstrategie; Lehrplangestaltung
Abstract	Critical reading of science-based media reports is an authentic context in which to explore the mutual interests of teachers of science and English, who want to use science in the media to promote their subject discipline while encouraging cross-curricular learning. This empirical study focused on 90 teachers of science and English to explore their aptitude and capability for critical reading of science-based news reports. The influences of specialist subject culture and the extent of classroom experience contributed to the distinctive nature of the responses. The study revealed features in critical reading that were characteristic of the subject background of the participants. It suggested approaches to initial teacher education and ongoing professional development that would be mutually beneficial to teachers from different disciplines in promoting among pupils a critical approach to science-related news media. (Contains 5 figures and 2 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10