Writing stories to enhance scientific literacy

International Journal of Science Education

Volumn 33, Issue 5, 2011, Pages 685-707

  Ritchie, Stephen M ^a   Tomas, Louisa ^b   Tones, Megan ^a  

^a QUEENSLAND UNIVERSITY OF TECHNOLOGY   (Australia)

^b JAMES COOK UNIVERSITY   (Australia)

Author keywords

Classroom; Ecology education; Learning activities; Scientific literacy; Socioscientific issues; Writing for learning

Indexed keywords

EID: 79952425624     PISSN: 09500693     EISSN: 14645289     Source Type: Journal    
DOI: 10.1080/09500691003728039     Document Type: Article

References (46)

1. Avraamidou, L., & Osborne, J. (2009). The role of narrative in communicating science. International Journal of Science Education, 31, 1683-1707.
2. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
3. Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
4. Benjamini, Y., & Yekutieli, D. (2001). The control of the false discovery rate in multiple testing under dependency. The Annals of Statistics, 29, 1160-1188.
5. Cohen, J. (1988). Statistical power analysis for the behavioral sciences (2nd ed.). Mahwah, NJ: Lawrence Erlbaum.
6. Creswell, J. W. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (2nd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.
7. Fensham, P. J. (2001). Science as story: Science education by story. Asia-Pacific Forum on Science Learning and Teaching, 2, 1-5.
8. Fensham, P. J. (2009, July). Assessment of context-based science education. Paper presented at the annual conference of the Australasian Science Education Research Association, Geelong, Victoria.
9. Gigerenzer, G., Hoffrage, U., & Kleinbölting, H. (1991). Probabilistic mental models: A Brunswikian theory of confidence. Psychological Review, 98, 506-528.
10. Goodrum, D., Hackling, M., & Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools. Canberra: Department of Education, Science and Training.
11. Hackling, M. W., & Prain, V. (2005). Primary connections. Stage 2 trial: Research report. Canberra: Australian Government, Department of Education, Science and Training.
12. Hampton, N. Z., & Mason, E. (2003). Learning disabilities, gender, sources of self-efficacy, selfefficacy beliefs, and academic achievement in high school students. Journal of School Psychology, 41, 101-112.
13. Hand, B., & Prain, V. (1995). Teaching and learning in science: The constructivist classroom. Sydney: Harcourt Brace.
14. Hand, B., & Prain, V. (2002). Teachers implementing writing-to-learn strategies in junior secondary science: A case study. Science Education, 86, 737-755.
15. Hand, B., Prain, V., Lawrence, C., & Yore, L. (1999). A writing science framework designed to enhance science literacy. International Journal of Science Education, 21, 1021-1035.
16. Hand, B., Prain, V., & Yore, L. (2001). Sequential writing tasks' influence on science learning. In G. Rijlaarsdam, P. Tynjälä, L. Mason, & K. Lonka (Eds.), Studies in writing-Writing as a learning tool: Integrating theory and practice (vol. 7, pp. 105-209). Dordrecht: Kluwer Academic.
17. Hodson, D. (2009). Teaching and learning about science: Language, theories, methods, history, traditions and values. Rotterdam: Sense Publishers.
18. Linder, C., Östman, L., & Wickman, P.-O. (Eds.). (2007, May 28-29). Proceedings of the Linnaeus Tercentenary Symposium-'Promoting scientific literacy: Science education research in transaction'. Uppsala: Uppsala University.
19. Logan, M., & Skamp, K. (2008). Engaging students in science across the primary secondary interface: Listening to the students' voice. Research in Science Education, 38, 501-527.
20. Mayring, P. (2007). Mixing qualitative and quantitative methods. In P. Mayring, G. L. Huber, L. Gürtler, & M. Kiegelmann (Eds.), Mixed methodology in psychological research (pp. 27-36). Rotterdam: Sense Publishers.
21. Norris, S., & Phillips, L. (2003). How literacy in its fundamental sense is central to scientific literacy. Science Education, 87, 224-240.
22. OECD (Organization for Economic Co-operation and Development). (2006). Assessing scientific, reading and mathematical literacy: A framework for PISA 2006. Paris: OECD.
23. Osborne, J., & Collins, S. (2001). Pupils' views of the role and value of the science curriculum. International Journal of Science Education, 23, 441-467.
24. Osborne, R., & Freyberg, P. (1987). Learning in science: The implications of children's science. Auckland: Heinemann.
25. Pajares, F. (1997). Current directions in self-efficacy research. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in motivation and achievement (vol. 10, pp. 1-49). Greenwich, CT: JAI.
26. Prain, V. (2006). Learning from writing in secondary science: Some theoretical and practical implications. International Journal of Science Education, 28, 179-201.
27. Prain, V., & Hand, B. (1996). Writing to learn in the junior secondary science classroom: Issues arising from a case study. International Journal of Science Education, 18, 117-128.
28. Prain, V., & Hand, B. (1999). Student's perceptions of writing-to-learn in secondary school science. Science Education, 83, 151-162.
29. Prain, V., & Waldrip, B. (2009). Representation and learning in science in Australasia. In S. M. Ritchie (Ed.), The world of science education: Handbook of research in Australasia (pp. 63-78). Rotterdam: Sense Publishers.
30. Ritchie, S. M., Rigano, D. L., & Duane, A. (2008). Writing an ecological mystery in class: Merging genres and learning science. International Journal of Science Education, 30, 143-166.
31. Roberts, D. A. (2007). Scientific literacy/science literacy. In S. K. Abell & N. G. Lederman (Eds.), Handbook of research on science education (pp. 729-780). Mahwah, NJ: Lawrence Erlbaum.
32. Sadler, T. D. (2004a). Informal reasoning regarding socioscientific issues: A critical review of research. Journal of Research in Science Teaching, 41, 513-536.
33. Sadler, T. D. (2004b). Moral and ethical dimensions of socioscientific decision-making as integral components of scientific literacy. Science Educator, 13, 39-48.
34. Sadler, T. D. (2009). Situated learning in science education: Socio-scientific issues as contexts for practice. Studies in Science Education, 45, 1-42.
35. Sadler, T. D., & Zeidler, D. L. (2005). The significance of content knowledge for informal reasoning regarding socioscientific issues: Applying genetics knowledge to genetic engineering issues. Science Education, 89, 71-93.
36. Schibeci, R. (2009). Inspiring students with the joy and wonder of science? Key Australasian contributions to research on student attitudes to science. In S. M. Ritchie (Ed.), The world of science education: Handbook of research in Australasia (pp. 107-116). Rotterdam: Sense Publishers.
37. Stake, R. E. (2005). Qualitative case studies. In N. K. Denzin & Y. S. Lincoln (Eds.), The sage handbook of qualitative research (3rd ed., pp. 443-466). London: Sage.
38. Tytler, R. (2007). Re-imagining science education: Engaging students in science for Australia's future. Australian Council for Educational Research. Retrieved July 20, 2007, from http://www.acer.edu.au/documents/AER51_ReimaginingSciEdu.pdf
39. Wellington, J., & Osborne, J. (2001). Language and literacy in science education. Buckingham: Open University Press.
40. White, R., & Gunstone, R. (1992). Probing understanding. London: Falmer Press.
41. Woolnough, B. (1994). Factors affecting students' choice of science and engineering. International Journal of Science Education, 16, 659-676.
42. Year 4 Students. (2006). Ocean action: An adventure in Beachtown. Townsville: James Cook University.
43. 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.
44. Zeidler, D. (2007). An inclusive view of scientific literacy: Core issues and future directions. In C. Linder, L. Östman, & P. Wickman (Eds.), Proceedings of the Linnaeus Tercentenary Symposium-'Promoting scientific literacy: Science education research in transaction' (pp. 72-84). Uppsala: Uppsala University.
45. Zeidler, D. L., Sadler, T. D., Applebaum, S., & Callahan, B. E. (2009). Advancing reflective judgment through socioscientific issues. Journal of Research in Science Teaching, 46, 74-101.
46. Zeidler, D. L., Sadler, T. D., Simmons, M. L., & Howes, E. V. (2005). Beyond STS: A researchbased framework for socioscientific issues education. Science Education, 89, 357-377.