Examining the literacy component of science literacy: 25 years of language arts and science research

  title={Examining the literacy component of science literacy: 25 years of language arts and science research},
  author={Larry D. Yore and Gay L. Bisanz and Brian M. Hand},
  journal={International Journal of Science Education},
  pages={689 - 725}
This review, written to celebrate the 25th anniversary of the International Journal of Science Education, revealed a period of changes in the theoretical views of the language arts, the perceived roles of language in science education, and the research approaches used to investigate oral and written language in science, science teaching, and learning. The early years were dominated by behavioralist and logico-mathematical interpretations of human learning and by reductionist research approaches… 

Bridging the Literacy Gap: Teaching the Skills of Reading and Writing as They Apply in School Science

This paper explores the literacy-teaching practices of a teacher of "learning support" students during a double-period Earth science class and finds that many reading and writing skills were taught either as part of the lesson plan or incidentally, thus ensuring that all students could participate more fully.

Language in Science Classrooms: An Analysis of Physics Teachers’ Use of and Beliefs About Language

Findings in an investigation of physics teachers’ approaches to use of and their beliefs about classroom instructional language are reported and evidence is presented of participant physics teachers' lack of explicit awareness of the difficulty, nature, and functional value of different categories of words in the instructional language.

Language in Science Classrooms: An Analysis of Physics Teachers’ Use of and Beliefs About Language

  • S. Oyoo
  • Education
    Research in Science Education
  • 2011
The world over, secondary school science is viewed mainly as a practical subject. This may be one reason why effectiveness of teaching approaches in science education has often been judged on the

Developing Students’ Views on the Nature of Science through Non-traditional Writing-to-Learn Experiences in the Science Classroom

The chapter describes a theory-driven study, inspired and informed by the constructivist view of learning, science literacy theory, views on the NOS, and cognitive and social theories of writing.

Science and Literacy in the Elementary Classroom

Language, both spoken and written, is central to exploring scientific phenomena, sharing and testing ideas and demonstrating understanding. 1 Additionally, language use in the learning of science

Enhancing science literacy through implementation of writing-to-learn strategies: exploratory studies in high school biology

This review addresses different conceptions of scientific literacy and argues that a relative view focusing on developing critical thinking skills best matches goals from a variety of theoretical perspectives and modern philosophical views of science.

Foundations, Insights, and Future Considerations of Reading in Science and Mathematics Education

This epilogue for the special issue consists of brief reviews related to reading in language arts, science, and mathematics research areas; summaries of the nine contributions; themes arising from a

Reconceptualising Science Education Practices from New Literacies Research.

In light of profound socio-economic and technological changes, the research from New Literacies has raised fundamental questions on the nature of literacy in the way we read, write, and communicate.

Current Realities and Future Possibilities: Language and science literacy—empowering research and informing instruction

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,

Pacific CRYSTAL Project: Explicit Literacy Instruction Embedded in Middle School Science Classrooms

Preliminary findings from Years 1, 2, and 3 of the 5-year Pacific CRYSTAL project that aims to identify, develop, and embed explicit literacy instruction in science programs to achieve both senses of science literacy are reported on.



Language and Literacy in Science Education

This accessible book explores the main difficulties in the language of science and examines practical ways to aid students in retaining, understanding, reading, speaking and writing scientific language.

A writing in science framework designed to enhance science literacy

Science education reforms in Australia, Canada, England, New Zealand, and the United States promote a constructivist pedagogy of science leading to a contemporary view of science literacy. The reform

Enhancing Science Literacy for All Students With Embedded Reading Instruction and Writing-to-Learn Activities.

  • L. Yore
  • Education
    Journal of deaf studies and deaf education
  • 2000
This article attempts to sketch a substantive framework for using science reading and science writing with deaf students based on research and informed practice with hearing students.

Sequential Writing Tasks’ Influence on Science Learning

This chapter reports on two case studies that sought to identify the effects on student learning of science and science literacy when they engaged with different single and sequential writing tasks.

Reading Science: Critical and Functional Perspectives on Discourses of Science

Reading Science looks at the distinctive language of science and technology and the role it plays in building up scientific understandings of the world. It brings together discourse analysis and

Exploring culture, language and the perception of the nature of science

One dimension of early Canadian education is the attempt of the government to use the education system as an assimilative tool to integrate the First Nations and Me´tis people into Euro-Canadian

Cohesion in science lesson discourse: clarity, relevance and sufficient information

This paper discusses linguistics in the teaching of science, specifically the key linguistic processes through which students learn, rather than the mechanics of classroom interaction. Integrated

Writing Science: Literacy And Discursive Power

Introduction - the discursive technology of science. Part 1 Professional literacy: construing nature on the language of physical science some grammatical problems in scientific English the

Using the science writing heuristic as a tool for learning from laboratory investigations in secondary science

This article presents and discusses preliminary research on a new heuristic tool for learning from laboratory activities in secondary science. The tool, called the science writing heuristic, can be

Science and poetry: passion v. prescription in school science?

This article falls into the category of a 'general' paper which deals with innovations and developments rather than research and investigation into science education. It attempts answers to the