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Towards a Pedagogical Content Knowledge for Literacy in Science Instruction

Explore the importance of literacy in science education and the need for pedagogical content knowledge. Discover key strategies for preparing teachers to teach and support students in reading science texts effectively. This model emphasizes the integration of reading, writing, and talking in science instruction.

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Towards a Pedagogical Content Knowledge for Literacy in Science Instruction

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  1. Towards a Pedagogical Content Knowledge for Literacy in Science Instruction ESERA 2019 Jonathan Osborne ~ diego Roman ~ brian Donovan~Michelle friend~Alexis patterson

  2. Key Sources Osborne, J. F. (2002). Science without Literacy: a ship without a sail? Cambridge Journal of Education 32(2): 203-215. Patterson, A., et al. (2018). Reading for meaning: The foundational knowledge every teacher of science should have. International Journal of Science Education 40(3): 291-307.

  3. http://serpmedia.org/rtl

  4. Literacy & Science in Policy

  5. Two Types of Literate Tasks Productive Receptive

  6. Literate Practices NGSS Practices: • Ask questions and defining problems • Develop and using models • Plan and carry out Investigations • Analyze and interpret data • Use mathematics, information and computer technology, and computational thinking • Construct explanations • Engage in argument from evidence • Obtain, evaluate, and communicate information

  7. Language Education • To attain high and excellent levels of reading, writing and talking • A Foundational competency • Functional literacy is essential in all disciplines Must be addressed in all disciplines!

  8. Ideas Phenomena •Draw it 1

  9. Disciplinary Literacy Intermediate Literacy 8 Basic Literacy

  10. Unique features of science texts Science texts are • Informationally dense • Abstract • Technical • Authoritative • Multi-modal (Fang, 2005; Lemke, 1998): • How do we prepare teachers for these challenges?

  11. Sorting Things Out: The Need for Definition of PCK • Enables Comparability • Makes the practice visible • Enables Control

  12. PCK for School Science • PCK requires knowledge of: • Students’ subject specific learning difficulties (e.g. misconceptions) (Kind, 2009) • Representations and Instructional Strategies (Kind, 2009) • The diagnostic potential of tasks and ways of assessing student knowledge

  13. Missing from PCK is… • The difficulties to reading science texts • Academic Language (Biancarosa & Snow, 2002) • Lexical density, nominalization, polysemy, genre, passive voice, etc. (Halliday & Martin, 1993) • Knowledge of basic reading theory (e.g. Pearson, Andersen, etc.) • Activate Prior Knowledge • Receptive versus Reflective (Davies & Green, 1985) • Need to Monitor Comprehension

  14. PCK Model that Incorporates Literacy in Science • Needs to: • Be useful for all science teachers • Contribute to conceptual understanding by the integration of reading writing and talking and building literacy. (Pearson, Moje & Greenleaf 2010; Barber et al., 2010) • Provide a repertoire of teacher practices for choosing assessments, texts, and instructional strategies

  15. Our model of PCK • PCK Components • Knowledge of a students’ learning difficulties • Content • Difficulties of Science Texts • Include knowledge of instructional strategies for teaching and supporting reading • Knowledge of assessment tools for diagnosing student difficulties with texts

  16. Example of Text with Difficulties The continuous movement of water between the atmosphere and Earth’s surface is called the water cycle. The sun’s energy in the form of radiation powers the water cycle. However, the cycle itself has no real beginning or end. As you can see in Figure 1, water vapor enters the air by evaporation from the oceans and other bodies of water. Evaporation is the process by which water molecules in liquid water absorb energy and escape into the air as water vapor. Water vapor is also added to the air by living things. Water enters the roots of plants, rises to the leaves, and is released as water vapor (p. 300)

  17. 8 Tiers of Words Tier 1: The 5-7000 most frequent words in English • plant, grow, green, water, chair Tier 2: Words that are encountered in academic discourse but are not specific to any discipline. • compare, therefore, arguably, illustrate Tier 3: Words that have a specific meaning within the discipline • igneous, photosynthesis, deforestation

  18. Example 1: Freyer Model - An Instructional Strategy Definition (in your own words) Characteristics Evaporation Non-Examples Examples (from your own life) 14

  19. Essential PCK • Pre-Reading • Activating Prior Knowledge • During Reading • Monitoring Comprehension • Post-Reading • Summarization and Consolidation

  20. Implications • Recognize the importance and significance of Literacy in Science • Define a basic minimum expectation for the education of the Pre-service Teacher

  21. Jonathan Osborne – osbornej@Stanford.edu

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