Current Realities and Future Possibilities

Language and science literacy-empowering research and informing instruction

Dados Bibliográficos

ID5779625
AutoresLarry D Yore (University of Victoria), David F Treagust (0000-0001-5340-0970, Curtin University)
Ano2005
Volume28
Fascículo2-3
Páginas291-314
Data de publicação2005-12-20
Peer ReviewedSim
Open AccessNão
TipoARTICLE
PeriódicoInternational Journal of Science Education, Part B (JOURNAL)
Identificadores do periódicoISSN: 2154-8455 • E-ISSN: 2154-8463
EditoraTaylor & Francis (PUBLISHER • GB)
DOI10.1080/09500690500336973
OpenAlexW2106422082
IdiomaEN
Citações recebidas39
Referências citadas34

In this final article, we briefly review and synthesize the science and language research and practice that arose from the current literature and presentations at an international conference, referred to as the first "Island Conference". We add to the synthesis of the articles the conference deliberations and on-going discussions of the field and also offer our views as to how such contributions can take place. These central issues-the definition of science literacy; the models of learning, discourse, reading, and writing and their underlying pedagogical assumptions; the roles of discourse in doing, teaching, and learning science; and the demands on teacher education and professional development in the current reforms in language and science education-provide points of departure for discussion of four possible new considerations to research in this field of endeavour that could contribute to a broader and productive scholarship and deeper and enriched understanding of both teaching and learning. These considerations, each from well-established fields of research literature, are the need to develop support for a contemporary view of science literacy, the role of metacognition in science learning generally, the role of multiple representations in knowledge building and science literacy, and the need for more focused teacher education and professional development programmes

Scientific Literacy · Education and Critical Thinking Development · Educational Strategies and Epistemologies · Science Education and Pedagogy