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research
Rethinking science literacy : enhancing communication and participation in school science through affirmational dialogue journal writing
Authors
Ainley
Barber
+84 more
Bennett
Benston
Birke
Bleier
Brainard
Brown
Byrne
Carter
Cockburn
Code
Cronin
Denison
Devine
Duffield
Duran
Engineering Council
Erwin
Etzkowitz
Fausto-Sterling
Frize
Gill
Gould
Hacker
Hall
Haraway
Harding
Harding
Harding
Hartsock
Henes
Henwood
Henwood
Her Majesty's Stationery Office
Her Majesty's Stationery Office
Hewitt
Higgins
Hubbard
Irwin
Keeves
Keller
Kirkup
Kramarae
Levin
Lips
Longino
Longino
Marginson
Matyas
Matyas
Matyas
Matyas
McIlwee
Merchant
Morgan
Moxham
Narek
National Commission on Educational Excellence
Committee on Women in Science and Engineering National Research Council
Committee on Women in Science and Engineering National Research Council
National Science Foundation
New England Consortium for Undergraduate Science Education
Nisbet
Rayman
Riger
Rose
Rose
Rose
Rosser
Roychoudhury
Schultz
Scottish Wider Access Programme
Seymour
Shepherd
Slunska
Smithers
Sokal
Spanier
Strenta
Thomas
Tobias
Turkle
Ullenius
Universities Statistical Record
Wajcman
Publication date
1 August 1999
Publisher
'Wiley'
Doi
Abstract
For many students the study of Science can be very disaffirming. This may lead to passivity in class, and a lifelong disaffection with science, outcomes which defeat the long-term purposes of trying to achieve scientific literacy for all students. This article represents a new way of framing scientific literacy with a "science for all" goal, based on a nexus of psychological, sociological and critical literacy theory. A science education researcher and a science teacher collaborated in trialing the use of affirmational dialogue journal writing with early adolescents in a high school situated in a low socio economic status area. The intervention was found to be successful on a number of fronts. I conclude that an approach which affirms students' experience can lead to a deeper approach to learning for adolescent science students. ©1999 John Wiley & Sons, Inc. J.Res Sci Teach 36: 699-717, 199
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oai:eprints.qut.edu.au:1351
Last time updated on 08/02/2018
Queensland University of Technology ePrints Archive
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oai:eprints.qut.edu.au:1351
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Last time updated on 24/08/2020