'We don't read in science' : Student perceptions of literacy and learning science in middle school

Journal article

Scholes, Laura, Stahl, Garth, Comber, Barbara, McDonald, Sarah and Brownlee, Jo Lunn. (2021). 'We don't read in science' : Student perceptions of literacy and learning science in middle school. Cambridge Journal of Education. 51(4), pp. 451-466. https://doi.org/10.1080/0305764X.2020.1860192
AuthorsScholes, Laura, Stahl, Garth, Comber, Barbara, McDonald, Sarah and Brownlee, Jo Lunn
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.

Keywordsinquiry-based pedagogy; science literacies; evaluative reading; science; learner identities
Year2021
JournalCambridge Journal of Education
Journal citation51 (4), pp. 451-466
PublisherRoutledge
ISSN0305-764X
Digital Object Identifier (DOI)https://doi.org/10.1080/0305764X.2020.1860192
Scopus EID2-s2.0-85099356458
Open accessPublished as green open access
Page range451-466
Author's accepted manuscript
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Open
Publisher's version
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All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online12 Jan 2021
Publication process dates
Accepted01 Dec 2021
Deposited01 Jul 2021
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