Back to Search
Start Over
Connecting research in science literacy and classroom practice: a review of science teaching journals in Australia, the UK and the United States, 1998-2008.
- Source :
- Studies in Science Education; Mar2010, Vol. 46 Issue 1, p45-68, 24p, 7 Charts
- Publication Year :
- 2010
-
Abstract
- In the last 15 years (1994-2009), there has been considerable increased research interest in: (1) characterising the distinctive nature and constitutive elements of science literacy and (2) investigating classroom practices or necessary conditions that enable students to acquire this disciplinary capacity. This raises the question of the extent to which this research agenda and emerging findings have been reflected in science teaching journals that seek to influence classroom practice. In this paper, we review the content of science teaching journals in Australia, the UK and the USA, 1998-2008, to identify the degree of alignment between these two literatures. We found a research-practice gap, with the science teaching journals more often citing research from literacy education than from science education. We conclude by considering the implications of these findings as well as possible strategies to develop a more generative relationship between research on the acquisition of science literacy and teacher journal prescriptions in this area. [ABSTRACT FROM AUTHOR]
- Subjects :
- SCIENCE education
SCIENCE periodicals
RESEARCH
Subjects
Details
- Language :
- English
- ISSN :
- 03057267
- Volume :
- 46
- Issue :
- 1
- Database :
- Complementary Index
- Journal :
- Studies in Science Education
- Publication Type :
- Academic Journal
- Accession number :
- 48304961
- Full Text :
- https://doi.org/10.1080/03057260903562342