ERIC Number: EJ1107288
Record Type: Journal
Publication Date: 2016-Aug
Abstractor: As Provided
Reference Count: N/A
Disciplinary Literacy in the Science Classroom: Using Adaptive Primary Literature
Koomen, Michele Hollingsworth; Weaver, Sarah; Blair, Robert B.; Oberhauser, Karen S.
Journal of Research in Science Teaching, v53 n6 p847-894 Aug 2016
This study reports on an innovative version of adaptive primary literature (APL) that we call Science Behind the Scenes used during a summer professional development (PD) program. Classroom teachers read and discussed papers from the primary literature, and created translations of these papers relevant to their own classroom needs. We randomly selected 31 teacher-created Science behind the Scenes products for evaluation with a rubric that was aligned with the K-12 Science Education Frameworks (2012). In addition, we interviewed groups of teachers at follow-up sessions and individual teachers who used the APL in their classrooms. We used frameworks for grounded theory to sort the interview text and descriptive statistical measures for quantitative data. Our analysis reveals two key findings: (i) the teachers created respectable adaptations of primary scientific literature into APL; and (ii) the teachers used the APL products in their classrooms to support the discourse of science and disciplinary literacy, and to create a bridge to the scientific enterprise. Our findings have implications for instructional design, curricular materials, professional development, and science education.
Descriptors: Science Instruction, Science Curriculum, Professional Development, Science Teachers, Scoring Rubrics, Science Education, Elementary Secondary Education, Grounded Theory, Scientific Literacy, Instructional Design, Curriculum Development, Scientific Enterprise, Statistical Analysis, Interviews
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Secondary Education
Authoring Institution: N/A