Committing curriculum time to science literacy: The benefits from science based media resources

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Abstract

Science reported in the media is an authentic source material to stimulate interest in science research and innovation, to learn how science works and to consolidate science literacy skills and subject knowledge.
Media reports intended to communicate science research and innovation, provide opportunities for teachers to develop among their pupils the critical reading skills that are essential for promoting literacy in science.
This study focuses on a curricular intervention with upper primary pupils (age 11 years) and uses science reported in the media to facilitate the development of critical reading.
It investigates the use of media-based resources and teaching approaches that systematically address the critical reading at a foundational level. It reports on classroom observation and pupils’ behavior in relation to dialogue that supports negotiation and clarification as pupils experience opportunities within the curriculum to re-visit consolidate and develop their critical reading skills.
Original languageEnglish
Pages (from-to)25-40
Number of pages16
JournalThe Journal of Emergent Science
Issue number12
Publication statusPublished - 28 Feb 2017

Keywords

  • Science literacy
  • Critical reading
  • Media presented science
  • School science teaching

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