Disciplinary Literacy in the Science Classroom: Using Adaptive Primary Literature.
Disciplinary Literacy in the Science Classroom: Using Adaptive Primary Literature.
复制标题
科学课堂中的学科素养：使用适应性初级文献。
DOI：
10.1002/tea.21317
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发表时间：
2016
影响因子：
4.6
通讯作者：
K. Oberhauser
中科院分区：
文献类型：
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作者：
M. Koomen;Sarah Weaver;R. Blair;K. Oberhauser
这项研究报告了一种创新版本的适应性初级文献(APL)，我们将其称为夏季职业发展(PD)计划中使用的幕后科学。课堂教师阅读和讨论初级文献中的论文，并根据他们自己的课堂需求创作这些论文的翻译。我们随机选择了31个教师创建的幕后科学产品进行评估，评估标准与K-12科学教育框架(2012)一致。此外，我们还采访了后续课程中的教师群体和在课堂上使用APL的个别教师。我们使用扎根理论框架对访谈文本进行分类，并对定量数据进行描述性统计测量。我们的分析揭示了两个关键发现：(I)教师将初级科学文献适当地改编成APL；(Ii)教师在课堂上使用APL产品来支持科学话语和学科素养，并创建通往科学事业的桥梁。我们的发现对教学设计、课程材料、专业发展和科学教育具有重要意义。©2016威利期刊公司J Res Sci Teach 53：847-894,2016
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. © 2016 Wiley Periodicals, Inc. J Res Sci Teach 53: 847–894, 2016