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Journal of Science Education and Technology - Comparisons of US student achievement to other countries, conducted since the 1960s, have received extensive media coverage in the USA. Policy studies... 相似文献
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Robert J. Anthony Christine D. Tippett Larry D. Yore 《Research in Science Education》2010,40(1):45-64
Science literacy leading to fuller and informed participation in the public debate about science, technology, society, and
environmental (STSE) issues that produce justified decisions and sustainable actions is the shared and central goal of the
Pacific CRYSTAL Project. There is broad agreement by science education researchers that learners need to be able to construct
and interpret specific scientific discourses and texts to be literate in science. We view these capabilities as components
in the fundamental sense of science literacy and as interactive and synergetic to the derived sense of science literacy, which
refers to having general knowledge about concepts, principles, and methods of science. This article reports on preliminary
findings from Years 1, 2, and 3 of the 5-year Pacific CRYSTAL project that aims to identify, develop, and embed explicit literacy
instruction in science programs to achieve both senses of science literacy. A community-based, opportunistic, engineering
research and development approach has been utilized to identify problems and concerns and to design instructional solutions
for teaching middle school (Grades 6, 7, and 8) science. Initial data indicate (a) opportunities in programs for embedding
literacy instruction and tasks; (b) difficulties generalist teachers have with new science curricula; (c) difficulties specialist
science teachers have with literacy activities, strategies, genre, and writing-to-learn science tasks; and (d) potential literacy
activities (vocabulary, reading comprehension, visual literacy, genre, and writing tasks) for middle school science. Preinstruction
student assessments indicate a range of challenges in achieving effective learning in science and the need for extensive teacher
support to achieve the project’s goals. Postinstructional assessments indicate positive changes in students’ ability to perform
target reading and writing tasks. Qualitative data indicate teachers’ desire for external direction and the need for researchers
to expand the literacy framework to include oral discourse. A case study of teachers’ use of a specific literacy task and
its influence on students revealed indications of robustness and effectiveness. Experiences revealed procedural difficulties
and insights regarding community-based research and development approaches. 相似文献