Towards an integrated learning strategies approach to promoting scientific literacy in the South African context

International Journal of Environmental and Science Education

Volumn 4, Issue 3, 2009, Pages 313-334

  Webb, Paul ^a  

^a NELSON MANDELA METROPOLITAN UNIVERSITY   (South Africa)

Author keywords

Argumentation; Classroom discussion; General literacy; Scientific literacy; Writing to learn science

Indexed keywords

EID: 70350000623     PISSN: None     EISSN: 13063065     Source Type: Journal    
DOI: None     Document Type: Article

References (60)

1. Alidou, H., Boly, A., Brock-Utne, B., Diallo, Y., Heugh, K., & Wolff, H. (2006). Optimizing Learning and Education in Africa the Language Factor. A Stock Taking Research on Mother Tongue and Bilingual Education in Sub-Saharan Africa. Gabon: UNESCO Institute for Education.
2. Asmal, K. (2000). Report by Minister of Education, National Department of Education. Retrieved January 23, 2003, from http://education.pwv.gov.za/Policies_Reports/Reports_2000/Report_President.htm
3. Barnes, D., & Todd, F. (1977). Communication and learning in small groups. London: Routledge and Kegan Paul.
4. Baxter, G. P., Bass, K. M., & Glaser, R (2000). An analysis of notebook writing in elementary science classrooms. National Center for Research on Evaluation and Student Testing, Los Angeles.
5. Bazerman, C. (1988). Shaping written knowledge: The genre and activity of the experimental article in science. Madison, WI: University of Wisconsin Press.
6. Brown, B. A., Reveles, J. M., & Kelly, G. J. (2005). Scientific Literacy and Discursive Identity: A Theoretical Framework for Understanding Science Learning. Wiley InterScience, 781-802.
7. Bybee, R.W. (1997). Achieving scientific literacy. Portsmouth, NH: Heinemann.
8. Campbell, B., & Fulton, L. (2003). Science Notebooks: Writing about inquiry. Portsmouth, NH: Heinemann.
9. Cervetti, G., Pearson, P., Bravo, M., & Barber, J. (2006). Reading and writing in the service of inquirybased science. In R. Douglas, M. Klentschy, & K. Worth (Eds.), Linking Science and Literacy in the K-8 Classroom (pp. 221-224). Arlington, VA: National Science Teachers Association.
10. Cheong, W. (2000). The power of questioning. Retrieved August 4, 2004, from http://www.exploratorium.edu/ifi/resources/classroom/connect/cheong.html
11. Chiappeta, E. L. (1998). Constructivism deconstructed. In: E.L. Chiappetta, T.R. Koballa, & A.T. Collette, (Eds.), Science instruction in middle and secondary schools (pp. l02-104). Upper Saddle River, NJ: Prentice Hall.
12. Christie, P., Butler, D., & Potterton, M. (2007). Report of the Ministerial Committee Department of Education South Africa. Retrieved March 5, 2008, from www.isasa.org/component/ option,com_docman/task,doc_download/gid,531
13. Department of Education. (2002). Revised national curriculum statement grades R-9 (schools) policy. Pretoria: Government Printer.
14. Department of Education. (2003). Systemic evaluation foundation phase mainstream national report. Pretoria: Department of Education.
15. Department of Education (2005). National Education Quality Initiative & Education, Science and Skills Development Grade 6 Systemic Evaluation. Pretoria: Department of Education.
16. Earnest, J. & Treagust, D. (2007). Educational reform in countries under transition. Rotterdam: Sense Publishers.
17. Edelson, D. C. (1997). Realising authentic science learning through the adaptation of science. Retrieved July 15, 2004, from http://www.covis.northwestern.edu/info/papers/pdf/edelson-handbook-97.pdf.
18. Edwards, D., & Mercer, N. (1987). Common knowledge: The development of understanding in the classroom. London: Methuen.
19. Fensham, P. (2008). Science education policy-making: Eleven emerging issues. Paris: UNESCO.
20. Fleisch, B. (2008). Primary education in crisis: Why South African children underachieve in reading and mathematics. Cape Town: Juta.
21. Fulton, L., & Campbell, B. (2003). Science notebooks: Writing about inquiry. Portsmouth, NH: Heinemann.
22. Hand, B., Wallace, C. W. & Yang, E-M. (2004). Using a science writing heuristic to enhance learning outcomes from laboratory activities in seventh-grade science: Quantitative and qualitative aspects. International Journal of Science Education, 26(2), 131-149.
23. Hand, B. M., Prain, V., & Yore, L. D. (2001). Sequential writing tasks' influence on science learning. In P. Tynjala, L. Mason, & K. Lonka (Eds.), Writing as a learning tool: Integrating theory and practice (pp. 105-129) Dordrecht, The Netherlands: Kluwer.
24. Heil, D., Amorose, G., Gurnee, A. & Harrison, A. (1999). Family science. Portland, Oregon: Portland State University.
25. Heugh, K. (2000). The case against bilingual and multilingual education in South Africa: Laying bare the myths. Praesa Occasional Papers No 6. Cape Town: Praesa, UCT.
26. Howie, S. (2005). System-level evaluation: Language and other background factors affecting mathematics achievement. Prospects, 35(2) 184-185.
27. Human Sciences Research Council. (2006). Mathematics andsScience achievement at South African Schools in TIMMS 2003. Cape Town: HSRC Press.
28. Kallaway, P. (1984). An Introduction to the study of education for blacks in South Africa: Apartheid and education. Johannesburg: Ravan Press.
29. Klentschy, M., Garrison, L., & Amaral, O.M. (1999). Valle Imperial Project in Science (VIPS): Fouryear comparison of student achievement data 1995-1999. El Centro, CA: El Centro Unified School District.
30. Lemke, J. (1990). Talking science: Language, learning and values. New Jersey: Albex.
31. Lipman, M. (1991). Thinking in education. Cambridge: Cambridge University Press.
32. Martin, M., Mullis, I., & Kennedy, A. (2007). PIRLS 2006 technical report. Chestnut Hill, MA: TIMSS & PIRLS International Study Center, Boston College.
33. Mayaba, N. (2009). The effect of a scientific literacy strategy on grade 6 and 7 learner's general literacy skills. Unpublished MEd dissertation, Nelson Mandela Metropolitan University, Port Elizabeth.
34. Mercer, N., Wegerif, R. & Dawes, L. (1999). Children's talk and the development of reasoning in the classroom. British Educational Research Journal, 25(1), 95-111.
35. Miller, R. G. & Calfee, R. C. (2004). Making thinking visible. Science and Children, (42)3, 20-25.
36. Mintz, E. & Calhoun, J. (2004). Project Notebook. Science and Children, 42(3), 30-34.
37. Moll, I. (2002). Clarifying constructivism in a context of curriculum change. Journal of Education, 27, 5-32.
38. Naylor, S., & Keogh, B. (2000). Concept cartoons in science education. Sandbach, Cheshire: Millgate House.
39. Nesbit, C. R., Hargrove, T., & Fox, K. (2003). Science notebooks: A tool for promoting inquiry learning? Paper presented at the annual international conference of the National Association for Research in Science Teaching, Vancouver, British Columbia.
40. Nesbit, C. R., Hargrove, T. Y., Harrelson, L., & Maxey, B. (2003). Implementing Science Notebooks in the primary grades. Science Activities Journal, 40(4), 21-29.
41. Norris, S. P., & Phillips, L. M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87, 224-240.
42. Perkins, D. (1994). The hidden order of open-ended thinking. In J. Edwards (Ed.). Thinking: International Disciplinary Perspectives (pp. 83-96) Highett, Victoria: Hawker Brownlow Educational.
43. Raven, J., Court, J., & Raven, J. C. (1995). Manual for Raven's progressive matrices and vocabulary scales. Oxford: Oxford Psychologists Press.
44. Reid-Griffin, A., Nesbit, C., & Rogers, C. (2005). Science Notebooks: an inquiry endeavor? Paper presented at the annual international conference of the Association for the Education of Teachers in Science, Colorado Springs, CO.
45. Richardson, K. (1991). Reasoning with Raven in and out of context. British Journal of Educational Psychology, 61(2), 129-138.
46. Ruiz-Primo, M. A., Lin, M. & Shavelson, R. J. (2002.) Looking into students' science notebooks: What do teachers do with them? National Center for Research on Evaluation, Standards and Student Teaching, Los Angeles.
47. Setati, M. (1998). Code-switching in a senior primary class of second language mathematics learners. For the Learning of Mathematics, 18(1), 34-40.
48. Setati, M., Adler, J., Reed, Y., & Bapoo, A. (2002). Incomplete journeys: Code-switching and other language practices in mathematics, science and English language classrooms in South Africa. Journal of Language Education, 16(2), 128-149.
49. Shakespeare, D. (2003). Starting an argument in science lessons. School Science Review, 85, 103-108.
50. Shamos, M. (1995). The myth of scientific literacy. New Brunswick, NJ: Rutgers University Press.
51. Simon, S., Erduran, S., & Osborne, J. (2002). Enhancing the quality of argumentation in school science. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching, New Orleans, USA.
52. Taylor, N., & Vinjevold, P. (1999). Getting learning right. Johannesburg: Joint Education Trust.
53. Villanueva, M. G., & Webb, P. (2008). Scientific investigations: The effect of the Science Notebooks approach in Grade 6 classrooms in Port Elizabeth, South Africa. African Journal of Research in Mathematics, science and Technology Education, 12(2), 5-18.
54. Webb, P., & Treagust, D. (2006). Using exploratory talk to enchance problem-solving and reasoning skills in grade-7 science classrooms. Research in Science Education, 36(4), 381-401.
55. Webb, P., Glover, O. H., Cloete, M., England, V., Feza, N., Hosking, S., King, L., Kruger, V, Morar, T., Nyamazane, M., & Wessels, K. (1999). An evaluation of the Mpumalanga Primary Schools' Initiative (MPSI). Commissioned by the Department of Education, Mpumalanga and the Department for International Development (DfID), Pretoria.
56. Webb, P., William's, Y., & Meiring, L. (2008). Concept cartoons and writing frames: Developing argumentation in South African science classrooms? African Journal of Research in Mathematics, Science and Technology Education, 12(1), 4-17.
57. Williams, Y. (2006). Concept cartoons and the development of argumentation in science classrooms. Unpublished MEd dissertation, Nelson Mandela Metropolitan University, Port Elizabeth.
58. Yore, L. D., & Treagust, D. F. (2006). Current realities and future possibilities: Language and science literacy - empowering research and informing instruction. International Journal of Science Education, 28(2-3), 291-314.
59. Yore, L. D., Bisanz, G. L., & Hand, B. M. (2003). Examining the literacy component of science literacy: 25 years of language arts and science research. International Journal of Science Education, 25, 689-725.
60. Yore, L. D., Pimm, D., & Hsiao-Lin, T. (2007). The literacy component of mathematical and scientific literacy. International Journal of Science and Mathematics Education, 5, 559-589.