The DOI matches its Crossref record; 1 of the 1 references it cites were found in a registry or an index.
How literacy in its fundamental sense is central to scientific literacy
Abstract
This paper draws upon a distinction between fundamental and derived senses of literacy to show that conceptions of scientific literacy attend to the derived sense but tend to neglect the fundamental sense. In doing so, they fail to address a central component of scientific literacy. A notion of literacy in its fundamental sense is elaborated and contrasted to a simple view of reading and writing that still has much influence on literacy instruction in schools and, we believe, is widely assumed in science education. We make suggestions about how scientific literacy would be viewed differently if the fundamental sense of literacy were taken seriously and explore some educational implications of attending to literacy in its fundamental sense when teaching science. © 2003 Wiley Periodicals, Inc. Sci Ed 87:224–240, 2003; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/sce.10066
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Education and thinking: The role of knowledge.
Glaser, R. (1984) · American Psychologist · doi:10.1037/0003-066x.39.2.93 · Cited by 1,272 · cited 1×
“This claim is consistent with much of the evidence and argument that specific knowledge is important to understanding in general, and to reading in particular (Carey, 1985; Glaser, 1984; McPeck, 1981; Nickerson, 1988; Perkins & Salomon, 1989; Resnick, 1987).”
Result
Cited by
Enhancing the quality of argumentation in school science
Osborne, J., Erduran, S., & Simon, S. (2004) · Journal of Research in Science Teaching · doi:10.1002/tea.20035 · Cited by 1,596
Chatterjee, S., & Bhattacharjee, K. K. (2020) · Education and Information Technologies · doi:10.1007/s10639-020-10159-7 · Cited by 747
Teaching Scientific Practices: Meeting the Challenge of Change
Osborne, J. (2014) · Journal of Science Teacher Education · doi:10.1007/s10972-014-9384-1 · Cited by 659
Feinstein, N. (2011) · Science Education · doi:10.1002/sce.20414 · Cited by 459
Scientific literacy: A systemic functional linguistics perspective
Fang, Z. (2005) · Science Education · doi:10.1002/sce.20050 · Cited by 439
Metadata
- Authors
- Norris, S. P., & Phillips, L. M.
- Venue
- Science Education
- Publisher
- Wiley
- Published
- 2003-01-24
- Volume
- 87
- Issue
- 2
- Pages
- 224-240
- ISSN
- 0036-8326 (ISSN-L)
- 1098-237X
- OpenAlex
- W2151605842
- Cited by
- 1,398
- References
- 1
- FWCI
- 127.62
- Type
- journal article
- Language
- en
- Open access
- closed
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
How to cite
Cite CoChat for the checks on this page, and the paper for its own findings.
- This page
- CoChat. (2026). Citation check: How literacy in its fundamental sense is central to scientific literacy. https://app.cochat.ai/papers/10.1002/sce.10066
- The paper
- Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education. https://doi.org/10.1002/sce.10066
Data sources
Bibliographic data: Semantic Scholar, OpenAlex, Crossref.
Contains information from the Semantic Scholar Academic Graph Datasets, made available under the ODC Attribution License (ODC-BY 1.0).
Semantic Scholar’s data is described in: Kinney, R., et al. (2023). The Semantic Scholar Open Data Platform. arXiv:2301.10140.
