Literacy learning as involving both skills and relationships: Implications for the development of science literacy
Hanrahan, Mary U. (2001) Literacy learning as involving both skills and relationships: Implications for the development of science literacy. In Australasian Science Education Research Association, 11-14 July, 2001, Sydney, NSW. (Unpublished)
This is the latest version of this eprint.
It is becoming more common to view learning in science as the development of a language practice or literacy. It makes sense then to investigate the application of literacy teaching principles from other areas of literacy to science literacy. A collaborative project involving a traditional science teacher and the author, a researcher with a "language and literacy" teaching background, involved working with a (low SES) Year 8 Science class, using activities which demystified some of the common genres of the science classroom. We found that when these activities took place in an environment where students' concerns and feelings were respected, then language, teacher-student relationships and curriculum practices were all transformed to some extent to produce a learning environment in which students became more actively involved in the curriculum and in their own learning. There are many theoretical and practical implications of these findings, including the notion that a literacy approach to the teaching of science may go some way to solving intransigent pedagogical problems such as superficial learning and alienation from science.
Citation countsare sourced monthly fromand citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
Full-text downloadsdisplays the total number of times this work’s files (e.g., a PDF) have been downloaded from QUT ePrints as well as the number of downloads in the previous 365 days. The count includes downloads for all files if a work has more than one.
Available Versions of this Item
- Science Literacy: Demystifying Texts in Science Classrooms. (deposited 19 May 2005)
- Literacy learning as involving both skills and relationships: Implications for the development of science literacy. (deposited 25 Jul 2005)[Currently Displayed]
Repository Staff Only: item control page