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Rethinking science literacy : enhancing communication and participation in school science through affirmational dialogue journal writing

Hanrahan, Mary U. (1999) Rethinking science literacy : enhancing communication and participation in school science through affirmational dialogue journal writing. Journal of Research in Science Teaching, 36(6), pp. 699-717.

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Abstract

For many students the study of Science can be very disaffirming. This may lead to passivity in class, and a lifelong disaffection with science, outcomes which defeat the long-term purposes of trying to achieve scientific literacy for all students. This article represents a new way of framing scientific literacy with a "science for all" goal, based on a nexus of psychological, sociological and critical literacy theory. A science education researcher and a science teacher collaborated in trialing the use of affirmational dialogue journal writing with early adolescents in a high school situated in a low socio economic status area. The intervention was found to be successful on a number of fronts. I conclude that an approach which affirms students' experience can lead to a deeper approach to learning for adolescent science students. ©1999 John Wiley & Sons, Inc. J.Res Sci Teach 36: 699-717, 1999

Impact and interest:

21 citations in Scopus
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18 citations in Web of Science®

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ID Code: 1351
Item Type: Journal Article
Keywords: science literacy, science education, scientific literacy, journal writing, affirmation, science teaching, science for all, critical literacy
DOI: 10.1002/(SICI)1098-2736(199908)36:6<699::AID-TEA7>3.0.CO;2-P
ISSN: 0022-4308
Subjects: Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Science Technology and Engineering Curriculum and Pedagogy (130212)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > EDUCATION SYSTEMS (130100) > Secondary Education (130106)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Learning Sciences (130309)
Divisions: Current > QUT Faculties and Divisions > Faculty of Education
Copyright Owner: Copyright 1999 John Wiley & Sons
Copyright Statement: The definite version is available on publication at www3.interscience.wiley.com
Deposited On: 19 May 2005
Last Modified: 09 Jun 2010 22:25

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