How literacy in its fundamental sense is central to scientific literacy
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- Teacher spread
- 0.381 · how far apart the two teachers sit on this one work
- Validation status
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Abstract
Abstract This paper draws upon a distinction between fundamental and derived senses of literacy to show that conceptions of scientific literacy attend to the derived sense but tend to neglect the fundamental sense. In doing so, they fail to address a central component of scientific literacy. A notion of literacy in its fundamental sense is elaborated and contrasted to a simple view of reading and writing that still has much influence on literacy instruction in schools and, we believe, is widely assumed in science education. We make suggestions about how scientific literacy would be viewed differently if the fundamental sense of literacy were taken seriously and explore some educational implications of attending to literacy in its fundamental sense when teaching science. © 2003 Wiley Periodicals, Inc. Sci Ed 87: 224–240, 2003; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/sce.10066
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
The record
- Venue
- Science Education
- Topic
- Science Education and Pedagogy
- Field
- Social Sciences
- Canadian institutions
- University of Alberta
- Funders
- —
- Keywords
- Scientific literacyLiteracyReading (process)Critical literacyInformation literacyCommon senseMathematics educationPsychologyScience educationPedagogySociologyEpistemologyLinguisticsPhilosophy
- Has abstract in OpenAlex
- yes