Using Nonfiction Texts and Literature Circles to Rethink Science Learning

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Author(s): Paula A. Magee (Indiana University, USA), Aimee Lee Govett (East Tennessee State University, USA)and Jane H. Leeth (Indiana University-Purdue University Indianapolis, USA)
Copyright: 2019
Pages: 17
Source title: Handbook of Research on Science Literacy Integration in Classroom Environments
Source Author(s)/Editor(s): Chih-Che Tai (East Tennessee State University, USA), Renee M. R. Moran (East Tennessee State University, USA), Laura Robertson (East Tennessee State University, USA), Karin Keith (East Tennessee State University, USA)and Huili Hong (Towson University, USA)
DOI: 10.4018/978-1-5225-6364-8.ch009

Keywords: Classroom Management / Curriculum Development and Instructional Design / Education / Information Science Reference

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Abstract

In school, science and literacy are often seen as separate entities. Science is frequently taught as fact-based, instruction-oriented, and free from biases and assumptions. Reading and writing, on the other hand, are often seen as personal, connected to cultural ideas and values, and more open to interpretation. In reality, neither are accurate, as both science and literacy are personal, connected to cultural values, as well as grounded in discipline structure and facts. One only has to look at critical issues, such as climate change, industrialization of food, and the mental health crisis to confirm that science is connected to people and their lives. Students, especially at the secondary and college level, are often taught, incorrectly, that science can be learned by following cookbook labs and memorizing facts. One powerful tool for teachers is strengthening the connections between science and literacy. Doing this supports students to challenge the ways they think about, learn, and do science.

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Using Nonfiction Texts and Literature Circles to Rethink Science Learning

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