Literacy in Science
The
study of science demands that individuals be discriminating readers. The facilitation of the science discipline is
dependent on a structure of existing knowledge that serves as a framework for
the integration of new knowledge. Thus,
science exists as an “amoebic” structure that continuously assimilates new
scientific facts and concepts, rearranging some and rejecting others,
ultimately distributing this information in a written textual format. It is done this way because the work is
complex and extensive – far too difficult to be stored and distributed via oral
language and/or an illustrative venue alone.
Therefore, it is necessary to be a critical and somewhat skilled reader
and writer, in order to readily take up the study of science.
Objectives of these modules:
Upon completion of these modules, teacher candidates will be able to:
- identify unique features associated with using science text, graphic representations, symbols, and mathematical representations to teach science.
- demonstrate knowledge of the theoretical/research base on using science text, graphic representations, symbols, and mathematical representation to teach science.
- make connections between using science text, graphic representations, symbols, and mathematical representations to teach science and the theoretical/research base that supports the parts of science text as important ones in the study of science.
- apply the steps of using certain teaching strategies based on using science text, graphic representations, symbols, and mathematical representations to teach science as given by case studies or example.
- contrive and evaluate examples of implementation of using science text, graphic representations, symbols, and mathematical representation in order to teach science.
