The DOI matches its Crossref record; 49 of the 49 references it cites were found in a registry or an index.
Reading and writing to learn science: Achieving scientific literacy
Abstract
A key step in helping students to achieve scientific literacy is to ensure that each school's curriculum supports students' efforts to learn science meaningfully. Educational researchers play a vital role in this step by providing teachers, teacher educators, administrators, and policy makers with information about the creation of a curriculum that supports scientific literacy. In a scientific literacy curriculum, reading and writing can serve as dynamic vehicles for learning science meaningfully. The task of educational researchers is to show how reading and writing can be used most effectively to support science learning. Much of what is done now in schools is based on teacher intuition—good intuition—but intuition nonetheless. What is needed is school‐based research to validate and build upon these intuitions. This article is intended to stimulate research on reading and writing to learn science.
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Cites
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Cited by
Reconceptualizing nature‐of‐science education in the age of social media
Höttecke, D., & Allchin, D. (2020) · Science Education · doi:10.1002/sce.21575 · Cited by 303
Integrating inquiry science and language development for English language learners
Stoddart, T., Pinal, A., Latzke, M., & Canaday, D. (2002) · Journal of Research in Science Teaching · doi:10.1002/tea.10040 · Cited by 272
Brownell, S. E., Price, J. V., & Steinman, L. (2013) · Advances in Physiology Education · doi:10.1152/advan.00138.2012 · Cited by 135
Meaning Making and Translanguaging in a Two-Way Dual-Language Program on the U.S.-Mexico Border
Esquinca, A., Araujo, B., & de la Piedra, M. T. (2014) · Bilingual Research Journal · doi:10.1080/15235882.2014.934970 · Cited by 100
Ten competencies for the science misinformation crisis
Allchin, D. (2023) · Science Education · doi:10.1002/sce.21746 · Cited by 62
Metadata
- Authors
- Glynn, S. M., & Muth, K. D.
- Venue
- Journal of Research in Science Teaching
- Publisher
- Wiley
- Published
- 1994-11
- Volume
- 31
- Issue
- 9
- Pages
- 1057-1073
- ISSN
- 0022-4308 (ISSN-L)
- 1098-2736
- OpenAlex
- W1994511299
- Cited by
- 265
- References
- 49
- FWCI
- 27.85
- Type
- journal article
- Language
- en
- Open access
- closed
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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.
