Achievements in science reading literacy: the science literacy and literacy in science relationship

Research output: Contribution to conferencePaperpeer-review

Abstract

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.
Original languageEnglish
Publication statusPublished - 23 Apr 2017
Event2017 NARST Annual International Conference: GLOCALization and Sustainability of Science Education Research and Practice - Grand Hyatt , San Antonio, United States
Duration: 22 Apr 201725 Apr 2017
https://www.narst.org/annualconference/2017conference.cfm

Conference

Conference2017 NARST Annual International Conference
Country/TerritoryUnited States
CitySan Antonio
Period22/04/201725/04/2017
Internet address

Fingerprint

Dive into the research topics of 'Achievements in science reading literacy: the science literacy and literacy in science relationship'. Together they form a unique fingerprint.

Cite this