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We don't read in science' : Student perceptions of literacy and learning science in middle school
Scholes, Laura Stahl, Garth Comber, Barbara McDonald, Sarah Brownlee, Jo Lunn
Scholes, Laura
Stahl, Garth
Comber, Barbara
McDonald, Sarah
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.
Keywords
inquiry-based pedagogy, science literacies, evaluative reading, science, learner identities
Date
2021
Type
Journal article
Journal
Cambridge Journal of Education
Book
Volume
51
Issue
4
Page Range
451-466
Article Number
ACU Department
Institute for Learning Sciences and Teacher Education (ILSTE)
Faculty of Education and Arts
Faculty of Education and Arts
Files
Relation URI
Source URL
Event URL
Open Access Status
Published as green open access
License
File Access
Open
Controlled
Controlled