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

本研究以将扫盲教学和学生科学学习者身份结合在一起的工作为基础，解决了与学生在中学科学课堂中作为读者的经历相关的研究空白。为了了解学生对科学阅读教学方法的看法，我们请 45 名中学生思考他们课堂上重视什么样的阅读参与，以及他们认为优秀科学学习者的特征。调查结果表明，评价性阅读并不被视为学习的核心；相反，报告了一种过度依赖情况说明书、工作表和 PowerPoint 的阅读传播教学模式。学生们还提请注意听取老师的信息并遵循与实践活动相关的说明是“优秀理科学生”身份不可或缺的一部分。研究结果表明，对科学课堂中所重视的东西的信念对科学学习者的身份有影响。