The Influence of Literacy-Based Science Instruction on Adolescents' Interest, Participation, and Achievement in Science
The Influence of Literacy-Based Science Instruction on Adolescents' Interest, Participation, and Achievement in Science
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基于素养的科学教学对青少年科学兴趣、参与和成就的影响
DOI：
10.1080/19388070903447774
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发表时间：
2010
影响因子：
1.2
通讯作者：
EunJin Bang
中科院分区：
文献类型：
--
作者：
Barbara J. Guzzetti;EunJin Bang
尽管有人呼吁开展调查，探讨将读写能力纳入科学教学的有效性，但很少有研究人员进行这种跨学科研究。因此，本研究的重点是确定基于读写能力的科学教学方法对中学生对科学的态度以及他们在物理科学方面的成就和参与的影响。这项调查的重点还在于确定对女孩的不同影响，因为女性在科学教学中常常被边缘化，并且在选择科学职业时不被鼓励。这项混合方法研究使用定量测量和方法来确定科学与读写能力相结合的有效性，并使用定性方法来描述三个实验教师化学课的教学活动。研究结果表明，将读写能力融入科学对学生的探究技能和改善女孩对科学的态度产生了积极影响。确定并描述教学活动的吸引人的要素。提供了指导意义并为未来的研究提供了建议。
Despite calls for investigations that explore the efficacy of integrating literacy into science instruction, few researchers have conducted this cross-disciplinary research. Therefore, this study focused on determining the impact of a literacy-based approach to teaching science on secondary students' attitudes toward science and their achievement and engagement in physical science. This inquiry also focused on determining any differential effects for girls since females are often marginalized in science instruction and discouraged in choosing science careers. This mixed-methods study used quantitative measures and methods to determine the efficacy of integrating science and literacy and qualitative methods to describe the instructional activity in three experimental teachers' chemistry classes. Findings demonstrated the positive impact of integrating literacy into science on students' inquiry skills and improved attitudes toward science for girls. Appealing elements of the instructional activities are identified and described. Implications are provided for instruction and recommendations are offered for future research.