Running Head: DEVELOPING SCIENTIFIC LITERACY

Developing Scientific Literacy

Aliza Robinson
CILR 610
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Abstract

The objective of this paper is to outline my findings pertaining to the role of literacy in

science instruction. We will address the issues that scientific literacy instruction faces,

as well as how educators are able to overcome this obstacle using various literary

instructional and curricular features within scientific inquiry instruction. These

instructional features include linking new ideas to prior knowledge, utilizing meaningful

questions, connecting multiple representations, allowing students to apply new

concepts, and allowing discourse as a means to delve deeper into science concepts. I

will address these all while sharing my personal analysis and possible applications.

The Role of Literacy in Science

For nearly 20 years scientific literacy has been an attempt at science education

reform. Literacy in science is not new or cutting-edge in terms of educational reform. So,

why are there so many hesitations still surrounding the idea of implementing literacy in

scientific inquiry instruction? One of the issues is that inquiry based science is not a

high-priority among American schools. Pearson, Moje, & Greenleaf (2010) state

“...schools are hard pressed to promote inquiry-based teaching…in the face of tests that

privilege the assessment of facts over concepts or knowledge frameworks.” Not only are

these assessments valuing literal consumption of knowledge, there is an imbalance in

the curriculum that is being tested for K-12 students. The focus is placed, primarily, on

mathematics and the English Language Arts. There is a lack of urgency towards

science instruction, but also, the expository texts surrounding the content areas are

lacking to say the least. So the question remains, why should we implement science
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literacy instruction? “Without text and without reading, the social practices that make

science possible could not be engaged” (Hand et al., 2003). Many researchers have

argued that in order for students to become proficient in the content areas, they must be

able to apply and practice the science instead of simply observing. The same goes for

literacy in science. Pearson et al. (2010) argue “scientists use texts to generate new

research questions and to provide the background necessary for research design and

investigation.” Students must learn how to apply various literacy skills in order to

become actively engaged learners of science. Pearson et al. (2010) provided a figure

similar to the one below that models the various ways in which students are able to

apply scientific literacy.

Developing Literacy in Science

Linking New Ideas to Prior Knowledge

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“Prior knowledge forms a cornerstone of all subsequent learning…” (Krajcik &

Sutherland, 2010, pg.457). According to the Schema Theory everyone has a network of

memories and preconceived knowledge, also known as background knowledge.

Students come to school with memories and preconceived knowledge (true or false)

about various aspects of the world that they have experienced/witnessed. The schema

theory states that when new knowledge is learned it does one of three things I) adds on

to knowledge that is already there, II) adapts or changes any current knowledge, or III)

completely replaces current knowledge. With prior knowledge, new knowledge, and

connections between new knowledge and prior knowledge, it is imperative that students

have a visual representation of these connections.

Like scientists, students can participate in some form of record-keeping. This

could be in the form of a science journal, anchor charts, and calendars updated by

students to keep track of the knowledge learned and the foundational skills that will be

built upon. In doing so, students are actively participating in writing and reading about

science. In order for students to identify the important ideas to record, meaningful

questions can be utilized, which brings us to our next idea.

Meaningful Questions

Much like stating an objective, an alternative is to pose a thought provoking

question. This question is then the basis and driving factor in a lesson or unit. “...to

support students’ exploration of phenomena, writing about science, and reading of

science text, instruction needs to be driven by questions that learners find meaningful
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and engaging” (Krajcik & Sutherland, 2010, pg.457). As I stated before, the expository

texts surrounding the content areas leave many students unengaged because of the

difficult vocabulary, text level, and lack of visual representation. One way to battle the

waning interest of students is to pose interesting questions that are relevant to their

curiosities.

When beginning a unit of study in science, posing an intriguing question may

lead the class in a scientific inquiry. According to Krajcik & Sutherland (2010) “questions

serve three important roles in the science classroom...questioning plays a critical role in

science-content learning...questioning supports literacy development… (and)

questioning engages students in a key scientific-inquiry practice.” As the lesson or unit

continues students are able to build up evidence, possibly using the science journals

mentioned previously, to support their answers and come to a conclusion.

Multiple Representations

Think of reading a set of directions on “rigging a bic dufour wing.” It will most

likely confuse you without some sort of context, diagram, or video to go along with it.

This brings me to my next point, multiple representations. “Given the complexity of

many scientific ideas, a third important aspect of developing literacy in science is the

ability to make sense of models, maps, diagrams, simulations, and graphs” (Krajcik &

Sutherland, 2010, pg.457). Finding multimedia text sets is key to helping our students

understand important scientific concepts. The visual representations will aid in

visualizing and the overall understanding of complex topics.

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During a science unit it is important that students have these visual

representations, especially for the ELL populations. A few ways of incorporating these

are by creating anchor charts, finding trade books and maps, videos, and even utilizing

smartboard interactive “games”. With a complete multimedia text set, students are able

to visualize and interact with various models which reaches many types of learners.

Discourse in Science

“A literacy practice essential to fostering inquiry in the classroom is engaging

students in constructing explanations and arguments, which are essential components

of scientific discourse” (Karjcik & Sutherland, 2010, 458). Literacy in science is not

limited to simply reading about science, when students are actively engaged in

practices implemented by scientists, they are truly learning the processes applicable to

the scientific field. Pearson et al. (2010) states “literacy has a role to play in both

firsthand (hands-on) and secondhand (text-based) investigations.”

Although refined discourse may not seem applicable to primary grades, through

the use of various instructional strategies, these students too can participate in

meaningful discussions. Discourse is accessible to the younger grades through

strategies such as socratic seminars where students are utilizing evidence to support

their claims. This is an appropriate literacy practice when there is no right or wrong

answer. Students are able to write, experiment, and revise according to sufficient

evidence then participate in scientific discourse with their peers. Where, in many

instances, they may or may not agree with their peers, just as in any science exposition.
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Closure

When science and literacy come together to create science literacy instruction,

both parts support one another. The science instruction is aided by the use of various

literacy driven strategies and literacy instruction is supported by the various text

supports and applications within science instruction. “...text only science is weak

science instruction, but most recognize that doing science involves reading and writing

print and other symbol systems and graphic representations” (Pearson et al., 2010,

460). In the classroom this involves student discourse, student journaling or student

created visual representations, various supporting texts in multimedia formats, and

finally experiencing scientific discourse among peers. Through the use of these various

literacy practices, science and literacy instruction can coincide and support one another.
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References

August, D., Branum-Martin, L., Cárdenas-Hagan, E., Francis, D. J., Powell, J., Moore, S., &

Haynes, E. F. (2014). Helping ELLs meet the common core state standards for literacy in

science: The impact of an instructional intervention focused on academic language.

Journal of Research on Educational Effectiveness, 7(1), 54-82.

doi:10.1080/19345747.2013.83676

Fang, Zhihui. (2013). Disciplinary Literacy in Science: Developing Science Literacy Through

Trade Books. Journal of Adolescent & Adult Literacy, 57(4), 274–278 doi:

10.1002/jaal.250

Feinstein, N. (2011). Salvaging science literacy. Science Education, 95(1), 168-185.

doi:10.1002/sce.20414

Krajcik, J., & Sutherland, L. (2010). Supporting Students in Developing Literacy in Science.

Science,328(5977), new series, 456-459. Retrieved from

http://www.jstor.org.ezproxy.library.unlv.edu/stable/40655775

Pearson, P., Moje, E., & Greenleaf, C. (2010). Literacy and Science: Each in the Service of the

Other. Science, 328(5977), new series, 459-463. Retrieved from

http://www.jstor.org.ezproxy.library.unlv.edu/stable/40655776