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ERIC Number: EJ876133
Record Type: Journal
Publication Date: 2010-Jan
Pages: 4
Abstractor: As Provided
Reference Count: 11
ISSN: ISSN-0036-8555
Building Background Knowledge
Fisher, Douglas; Ross, Donna; Grant, Maria
Science Teacher, v77 n1 p23-26 Jan 2010
Too often, students enter our classrooms with insufficient knowledge of physical science. As a result, they have a difficult time understanding content in texts, lectures, and laboratory activities. This lack of background knowledge can have an impact on their ability to ask questions and wonder--both key components of inquiry. In this article, the authors demonstrate the impact that building background knowledge through wide reading can have on student achievement. They also identify a number of reasons why wide reading is not commonly used in the classroom and how to address those concerns. (Contains 1 figure.)
National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Grade 9; High Schools
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California