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ERIC Number: EJ817835
Record Type: Journal
Publication Date: 2008-Nov
Pages: 27
Abstractor: As Provided
Reference Count: 62
ISBN: N/A
ISSN: ISSN-0036-8326
Contextual Shifting: Teachers Emphasizing Students' Academic Identity to Promote Scientific Literacy
Reveles, John M.; Brown, Bryan A.
Science Education, v92 n6 p1015-1041 Nov 2008
This research presents a case study of two teachers' emphasis on students' academic identity as a means of facilitating their science literacy development. These cases support a theoretical position that deconstructs the notion of normative science literacy into its constitutive components: (a) being scientific and (b) appropriating its literate practices. Such a perspective views language as a substantive resource for academic identity construction. As such, we utilize a theoretical metaphor of "contextual shifting" to underscore teachers' central role in facilitating student understanding of literate practices associated with school science. Through a cross-case analysis of two elementary science classrooms, we identified ways that students' academic identities were connected to their affiliation with specific scientific literate practices. Our findings reveal that the teachers in both research classrooms utilized teaching practices designed to afford students opportunities to develop academic identities commensurate with science learning. (Contains 1 table.)
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A