'We don't read in science': student perceptions of literacy and learning science in middle school. Issue 4 (4th July 2021)

• Record Type: Journal Article
• Authors: Scholes, Laura; Stahl, Garth; Comber, Barbara; McDonald, Sarah; Brownlee, Jo Lunn
• Is Part Of: Cambridge journal of education. Volume 51:Issue 4(2021)
• Page Start: 451
• Page End: 466
• Publication Date: 2021-07-04
• Subjects: Inquiry-based pedagogy -- science literacies -- evaluative reading -- science -- learner identities; Teachers -- Training of -- Great Britain -- Periodicals; 370.5
• DOI: 10.1080/0305764X.2020.1860192
• Languages: English
• ISSNs: 0305-764X

Abstract

ABSTRACT: Building on work that brings literacy instruction and student science learner identity together, this study addresses a gap in research related to student experiences as readers in middle school science classrooms. To understand student perceptions of pedagogical approaches to reading in science, we asked 45 middle school students to reflect on what sort of reading participation was valued in their classroom and what they thought characterised a good learner in science. Findings show that evaluative reading is not perceived as central to learning; rather, a transmission pedagogic model of reading with an overreliance on fact sheets, worksheets and PowerPoint was reported. Students also drew attention to how listening to the teacher for information and following instructions related to practical activities is integral to a 'good science student' identity. Findings suggest that beliefs about what is valued in science classrooms has implications for science learner identities.