Rethinking science literacy: Enhancing communication and participation in school science through affirmational dialogue journal writing
✍ Scribed by Mary Hanrahan
- Book ID
- 101268510
- Publisher
- John Wiley and Sons
- Year
- 1999
- Tongue
- English
- Weight
- 52 KB
- Volume
- 36
- Category
- Article
- ISSN
- 0022-4308
No coin nor oath required. For personal study only.
✦ Synopsis
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 purpose 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 socioeconomic status area. The intervention was found to be successful on a number of fronts. An approach which affirms students' experience can lead to a deeper approach to learning for adolescent science students.