Discovering how scientific literacy has been positioned in the new Australian curriculum : science
Cook, Julie M. (2013) Discovering how scientific literacy has been positioned in the new Australian curriculum : science. Masters by Research thesis, Queensland University of Technology.
Through the use of critical discourse analysis, this thesis investigated the perceived importance of scientific literacy in the new Australian Curriculum: Science. It was found that scientific literacy was ambiguous, and that the document did not provide detailed scope for intentional teaching for scientific literacy. To overcome this, recommendations on how to intentionally teach for scientific literacy were provided, so that Australian Science teachers can focus on improving scientific literacy outcomes for all students within this new curriculum.
Impact and interest:
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|Item Type:||QUT Thesis (Masters by Research)|
|Supervisor:||Ryan, Mary & Yeh, Andy|
|Keywords:||scientific literacy, Australian Curriculum, critical discourse analysis, science education, Multiliteracies, New Learning, linguistic position|
|Divisions:||Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
|Institution:||Queensland University of Technology|
|Deposited On:||22 Aug 2013 07:05|
|Last Modified:||04 Sep 2015 02:36|
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