Can You Speak Science?
What does it mean to be literate in science? Typically literacy in science is when a student is asked to read from a textbook, article, or when they are expected to write a laboratory report (Smagorinsky, pg. 57). However according to Plaut, “reading, writing, speaking, and listening are as much a part of the authentic work of science as designing experiments, to update their knowledge and to review others’ research. Without certain literacy skills students cannot successfully learn content” (Plaut, pg. 89). In order to be literate in science you must be able to read, write, speak, and listen in scientific terminology.
Science has its own language, but you must have the basic literacy skills in order to communicate in it. “Science classrooms should be places where students engage in the authentic work of scientists” (Plaut, pg. 89). As science teachers, it is our job to make sure students know how to communicate as scientists so that they can apply what they learn to the real world. “From the food we eat to the clothing we wear, and from the storm clouds overhead to the cures now available for a myriad of diseases, we observe and interact with science on a daily basis. But science is not just reserved for adults. Young children experience science as they go down the slide at recess, eat refrigerated food during lunch in the cafeteria, and walk home from school noticing insects along their path. Science is how we make sense of our world, and it is how we live and breathe and move” (Clark, Lott, pg. 701). By making scientific literacy a goal in your science classroom, you are preparing students for the real world.
Inquiry based teaching is a great way to implement literacy into a science classroom. “The inquiry process, harnesses students’ innate curiosity and builds on it, teaching students how to gather evidence, do research, propose explanations, and share their findings” (Plaut, pg. 85). This type of teaching requires students to think like a scientist and apply their scientific knowledge. In order for this to happen, students must know and understand the scientific vocabulary. Using digital tools in the classroom can help students become better at knowing the vocabulary. “WordSift allows teachers of all grade levels to explore the language of texts they are using in their classrooms. By emphasizing general academic words, WordSift helps teachers ensure that these important words become part of their lessons.” (Roman, pg. 14) Flashcard app is another digital tool that is helpful for students to learn scientific vocabulary. Once students understand the vocabulary they are able to comprehend the material and be able to communicate like a scientist.
In a science classroom the goal is to have students think like a scientist. “Students have a right to think, and teachers have an ethical obligation to teach them to think and to provide them with meaningful content to think about (Plaut, pg. 14).” Again along with Plaut, reading is thinking and the most common misconception about reading is that it is a physical activity (Plaut, pg. 18). Thinking is active and is not something that happens, but an activity that makes meaning. It is strategic and learned while highlighting what is important. Most importantly thinking is focused, creating a foreground and background (Plaut, pg. 16). While reading a science article about the new medical breakthrough you must be able to read and think about what you already know and what you are learning in order to understand the article. As teachers, it is our job to teach students how to apply this skill in science.
As a student goes throughout their day they are adjusting their reading and thinking from subject to subject. According to the Shanahan article, “the differences among the texts of different disciplines result in unique challenges for readers.” Most teachers are not prepared to address the challenges of texts across the various disciplines, but adolescent students engage in this daily struggle to learn the various content. (Shanahan, pg 53). Science teachers need to be prepared to teach literacy within their standards. This prepares students and helps them grasp the material.
So far I have learned from readings, instructions, and observations that getting a student involved in a real world problem and having them think like a scientist allows them to gain many skills as they learn. One vital skill is being fluent in scientific literacy by reading, writing, speaking, and listening scientifically. Most students probably do not want to be a scientist, but knowing how to read and think like one can still be used in their future. Just like you must be able to listen to the news and understand what is going on around the world with disease outbreaks, earthquakes, or oil spills and how they affect you. Real world application is what brings science literature to life in the classroom. For a student to know why they need to comprehend the vocabulary and how they will use the knowledge not only in the classroom, but in their future as well increases their desire to learn and their knowledge. In order to be science literate, you must be able to read and think like a scientist while understanding the vocabulary.
Sources:
Berlinger, J., Castillo, M., & Sanchez, R. (Directors). (2017). Mexico’s strongest earthquake in a century leaves dozens dead [Video file]. Mexico: CNN. Retrieved October 25, 2017, from http://www.cnn.com/2017/09/08/americas/earthquake-hits-off-the-coast-of-southern-mexico/index.html
Clark, S. K., & Lott, K. (n.d.). Integrating Science Inquiry and Literacy Instruction for Young Children. International Literacy Association, 701–701. Retrieved October 22, 2017, from http://onlinelibrary.wiley.com/doi/10.1002/trtr.1572/epdf?r3_referer=wol&tracking_action=preview_click&show_checkout=1&purchase_referrer=onlinelibrary.wiley.com&purchase_site_license=LICENSE_DENIED_NO_CUSTOMER
Plaut, S. (2009). The Right To Literacy In Secondary Schools. New York, NY: Teachers College Press.
Roman, D., Thompson,, K., Ernst, L., & Hakuta, K. (2016). WordSift: A free web-based vocabulary tool designed to help science teachers in integrating interactive literacy activities. Science Activities: Classroom Projects and Curriculum Ideas, 13–23. Retrieved October 22, 2017, from http://www.tandfonline.com/loi/vsca20
Shanahan, T., & Shanahan, C. (n.d.). Teaching Disciplinary Literacy to Adolescents: Rethinking ContentArea Literacy. Harvard Educational Review, 40–60. Retrieved October 22, 2017, from file:///C:/Users/Jennifer/Downloads/Shanahan%20and%20Shanahan%202008%20(1).pdf.
Smagorinsky. (n.d.). Teaching Dilemmas and Solutions in Content-Area Literacy, Grades 6–12. Retrieved October 22, 2017, from file:///C:/Users/Jennifer/Downloads/Smagorinsky_Science.Ch.3%20(1).pdf.
WordSift.org. (n.d.). Retrieved October 22, 2017, from https://wordsift.org/
YouTube. (n.d.). Retrieved October 22, 2017, from https://www.bing.com/cr?IG=509062BE84CD471BBEE465B2D01FA4E3&CID=24463D742BCE6D10232C36572AC86C28&rd=1&h=Qb2XX_tQVNw95zpnuk0SjEmat1OLnVYSklp6llVPU80&v=1&r=https%3a%2f%2fwww.youtube.com%2f&p=DevEx,5050.1Watch the ‘Grey’s Anatomy’ Stars Try (and Fail!) to Explain Medical Terms
