ABSTRACT

Building on work that brings literacy instruction and student science learner identity together, this study addresses a gap in research related to student experiences as readers in middle school science classrooms. To understand student perceptions of pedagogical approaches to reading in science, we asked 45 middle school students to reflect on what sort of reading participation was valued in their classroom and what they thought characterised a good learner in science. Findings show that evaluative reading is not perceived as central to learning; rather, a transmission pedagogic model of reading with an overreliance on fact sheets, worksheets and PowerPoint was reported. Students also drew attention to how listening to the teacher for information and following instructions related to practical activities is integral to a ‘good science student’ identity. Findings suggest that beliefs about what is valued in science classrooms has implications for science learner identities.

摘要

这项研究以将扫盲教学和学生科学学习者的身份融合在一起的工作为基础，解决了与作为中学科学课堂读者的学生体验有关的研究空白。为了了解学生对科学阅读教学方法的看法，我们要求45名中学生反思在课堂上对阅读参与的重视程度以及他们认为科学学习的特点。研究结果表明，评价性阅读并没有被视为学习的核心。相反，据报道，传播教学法的阅读模型过分依赖事实表，工作表和PowerPoint。学生还提请注意如何聆听老师的信息并遵循与实践活动相关的指示是“好科学学生”身份不可或缺的部分。研究结果表明，对科学教室中有价值的东西的信念对科学学习者的身份有影响。