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    Literacy in the science classroom

    Access Status
    Fulltext not available
    Authors
    Tang, Kok-Sing
    Tighe, S.
    Moje, E.
    Date
    2014
    Type
    Book Chapter
    
    Metadata
    Show full item record
    Citation
    Tang, K. and Tighe, S. and Moje, E. 2014. Literacy in the science classroom, in Smagorinsky, P. (ed), Teaching Dilemmas and Solutions in Content-Area Literacy, Grades 6-12, pp. 57-80. Thousand Oaks, CA: Sage.
    Source Title
    Teaching Dilemmas and Solutions in Content-Area Literacy
    School
    Science and Mathematics Education Centre (SMEC)
    URI
    http://hdl.handle.net/20.500.11937/44182
    Collection
    • Curtin Research Publications
    Abstract

    Literacy is not a term often discussed among science educators. And yet, new standards in both science and English/Language Arts call for the teaching of literacy for scientific purposes within science classrooms. To many science teachers and students, however, the only time that literacy plays a role in science leaning is when students are asked to read-a request that is usually limited to a textbook passage-or when they are expected to write laboratory reports. In this chapter, we illustrate through four cases drawn from science classrooms how science literacy development is not only a central dimension of learning science, but also, of necessity, the purview of the secondary science teacher. Our stance is that science teachers are the most appropriate educators to teach the literacy practices of science because they are the people with expertise in the content and practices of science. We also illustrate how students can deeply learn both science content and science literacy when they are fully engaged with the literacy practices of science.

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