Using the Science Talk–Writing Heuristic to Build a New Era of Scientific Literacy

Research output: Contribution to journalArticle

7 Scopus citations

Abstract

One of the major goals of science education is preparing students to be scientifically literate. Argumentation is a core practice to promote both scientific literacy and science learning. However, incorporating argumentation into science teaching can be challenging for both teachers and students. The author introduces the Science Talk–Writing Heuristic as a teaching approach that science teachers can use to integrate literacy practices and science learning in an argumentative environment.

Original languageEnglish (US)
Pages (from-to)51-64
Number of pages14
JournalReading Teacher
Volume73
Issue number1
DOIs
StatePublished - Jul 1 2019

Keywords

  • 1-Early childhood
  • 2-Childhood
  • Constructivism < Theoretical perspectives
  • Content literacy
  • Content literacy
  • Discussion < Oral language
  • Instructional models < Strategies, methods, and materials
  • Instructional strategies, teaching strategies < Strategies, methods, and materials
  • Instructional strategies; methods and materials
  • Oral language
  • Sociocognitive < Theoretical perspectives
  • Sociocultural < Theoretical perspectives
  • Specific subject areas (math, art, etc.) < Content literacy
  • Theoretical perspectives
  • Writing
  • Writing to learn < Writing

ASJC Scopus subject areas

  • Language and Linguistics
  • Pharmacology
  • Linguistics and Language
  • Pharmacology (medical)

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