ERIC Number: EJ836826
Record Type: Journal
Publication Date: 2009-May
Abstractor: As Provided
Reference Count: 0
Promises and Challenges for the Use of Adapted Primary Literature in Science Curricula: Commentary
Ford, Danielle J.
Research in Science Education, v39 n3 p385-390 May 2009
The papers in this collection provide compelling arguments that the use of Adapted Primary Literature (APL) in science education holds great promise for enriching inquiry science instruction at the secondary level. The integration of this genre of written text into science curricula illustrates the ways in which reasoning in reading and reasoning in science are tightly connected. I discuss three major themes that arise from a reading of the papers in this set: (1) the concept of authenticity as an adherence to scientific reasoning and practice within science education, and the ways in which APL is a welcome complication to simpler notions of "authentic" experiences for learners, (2) issues around the use of tools such as APL in science curriculum design and implementation, including the need to consider discipline-specific science reading strategies and ways to support teachers in their use of APL, and (3) the possible implications for extending the concept of APL into younger (primary age) and older (college age) classrooms than those examined in these papers.
Descriptors: Primary Sources, Inquiry, Science Education, Curriculum Design, Science Curriculum, Secondary School Science, Elementary School Science, College Science, Curriculum Implementation, Content Area Reading, Reading Strategies
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Publication Type: Journal Articles; Opinion Papers
Education Level: Elementary Education; Higher Education; Secondary Education
Authoring Institution: N/A