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ERIC Number: EJ1038977
Record Type: Journal
Publication Date: 2014-Jun
Pages: 18
Abstractor: As Provided
Reference Count: 50
ISSN: ISSN-1046-560X
Reading Scientifically: Practices Supporting Intertextual Reading Using Science Knowledge
Enfield, Mark
Journal of Science Teacher Education, v25 n4 p395-412 Jun 2014
This paper reports on a study of teachers' actions when reading informational and narrative texts in the context of elementary science learning experiences. Focusing on the development of fundamental and derived senses of science literacy through the integrated science lessons, the research further explores the affordances of different genres of text in science learning. The findings highlight that teacher actions can support students engaging in inquiry provoked during reading events. However, this was not easy to do and required more than providing students with opportunities to discuss and share their questions. Furthermore, the study revealed that purposes for reading and the notion of making predictions were contextualized activities that impact the nature of students' engagement with texts. Based on these findings it is possible to make inferences that raise questions for future research. The construct of fundamental and derived senses of science literacy revealed that most of the actions of teachers focused on fundamental senses. Yet, there were moments of derived senses of science literacy that offer glimpses of the usefulness of this construct for supporting integrated learning. Thus the outcome is to consider this framework when developing integrated learning experiences in science.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A