This paper reports on a study of a curricular intervention for pupils (age 11-14 years) in the UK aimed at developing critical reading literacy using science based media reports. In particular the study focused on core reading literacy elements of accessing information, interpreting text and evaluating and responding critically to science based media reports. Competency tasks were used to assess pupils’ capability as critical consumers of science presented as news. This was an empirical study based on classroom observation. Data included assessment tasks, questionnaires and semi-structured interviews with pupils. In addition, video recording of group activity and intentional conversations between pupils were scrutinised. Pupils demonstrated a grasp of all elements of critical reading however their mastery of higher-level elements was limited. Competency in these skill areas was best illustrated in the context of collaborative working.
|Publication status||Published - 23 Apr 2017|
|Event||2017 NARST Annual International Conference: GLOCALization and Sustainability of Science Education Research and Practice - Grand Hyatt , San Antonio, United States|
Duration: 22 Apr 2017 → 25 Apr 2017
|Conference||2017 NARST Annual International Conference|
|Period||22/04/2017 → 25/04/2017|