Literature
What is scientific literacy?“The ability to analyze, interpret, and communicate scientific ideas” (Holliday et al., 1994).
|
A scientific literate person as defined by the American Association for the Advancement of Science (AAAS) is
"[some]one who is aware that science, mathematics, and technology are interdependent human enterprises with strengths and limitations; understands key concepts and principles of science; is familiar with the natural world and recognizes both its diversity and unity; and uses scientific knowledge and scientific ways of thinking for individual and social purposes" (Glynn & Muth, 1994, p. 1058). There has been a recent strong push for scientific literacy in education. It is part of the Next Generation Science Standards, however it is still found lacking in many secondary school science classrooms. In fact, while scientists use print texts considerably in their work, students struggle with basic scientific literacy skills (Moje et al, 2004, p. 238). McNeill and Krajcik (2006) also note that both explanation and argumentation are core practices of scientists, yet are often lacking in science classrooms. The authors define an explanation as “how or why something happens” and an argument as “a verbal (written or oral) and social activity aimed at justifying or defending a standpoint for an audience” (McNeill & Krajcik, 2006, p. 2). As students continue to fall behind in gaining compentence with these two core skills used in science, explanation and argumentation, they also become increasingly unprepared to participate in informed discussions and make sound decisions about socioscientific issues. |
To develop literacy in adolescents, we must integrate reading and writing activities into the classroom to help students analyze, interpret, and communicate scientific ideas (Glynn & Muth, 1994, p. 1058). |
While studying students’ ability to make scientific explanations (to make claims, to provide evidence, and to link evidence to claims) Moje et al., (2004) found that students particularly have difficulties “using scientific discourse to communicate and build understanding of scientific ideas” (p. 238). In the early fall, students in my classroom tested for the presences of macromolecules in a McDonald’s Happy Meal and wrote a lab report discussion. I found that students were not able to connect their evidence and observations from their experiments back to their hypothesis. I began to wonder how I could scaffold students to write clearer scientific explanations. I came across an article by Glynn and Muth (1994) who wrote that to develop literacy in adolescents, we must integrate reading and writing activities into the classroom to help students analyze, interpret, and communicate scientific ideas (p. 1058). My focus became how could I develop scientific literacy skills among my high school freshman?
|
Scientific communication image from http://blogs.nature.com/naturejobs/files/2013/01/154062807_science-communication_-iStockphoto_Thinkstock.jpg