ERIC Number: ED363514
Record Type: RIE
Publication Date: 1993-Apr
Social Contexts for Literacy: Two Biology Classrooms.
Lloyd, Carol V.
There is a growing body of current research that addresses literacy from the perspective of literacy as a social process. This perspective underscores the need to examine the culture of classroom in our attempt to understand how students learn and become literate within a discipline. This paper presents two case studies of high school biology classrooms within this framework. One classroom was taught by a teacher whose articulated beliefs about learning and observed teaching could be describes as constructivist. The classroom culture in his room was one in which students learned about biology through their interaction with each other and the ideas of biology. The reading and writing tasks within this classroom culture contributed to their sense that scientific literacy was about learning ideas and solving problems. The second classroom was taught by a teacher whose articulated beliefs and observed teaching could be described as behavioral. The culture he created in his classroom left students with the sense that scientific literacy was about reading to memorize facts and writing to accumulate pages of information. These findings are related to attempts to improve science teaching in ways that will enhance student learning and literacy in biology. (Author)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Atlanta, GA, April 1993).