111 MakingConnections Focus on Science and Literacy.
-
Upload
willis-ross-pitts -
Category
Documents
-
view
221 -
download
5
Transcript of 111 MakingConnections Focus on Science and Literacy.
![Page 1: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/1.jpg)
1 11
MakingConnections
Focus on Science and Literacy
![Page 2: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/2.jpg)
3 33
Workshop purpose
You are here to experience and create a shared
understanding of the fundamental link between science
and literacy and examine its application in the
PrimaryConnections program.
![Page 3: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/3.jpg)
4 44
Workshop outline (90 minutes)
INTRO: Purpose, outline, outcomes(5 mins)
ENGAGE: To capture participants’ interest and elicit ideas prior knowledge about(15 mins) “Genetics”
EXPLORE: To explore the link between “everyday literacies” and “literacies of(15 mins) science” using a labelled diagram of the DNA molecule
EXPLAIN: Consolidate the links between science and literacy with explanation of the(20 mins) DNA molecule
ELABORATE: Analyse the literacy focuses in curriculum units(20 mins)
EVALUATE:Summarise, reflect and evaluate(15 mins)
![Page 4: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/4.jpg)
5 55
Outcomes
On completion of this module participants will understand:
• the fundamental link between science and literacy
• the shared meanings of the terms “everyday literacies”, the “literacies of science” and “scientific literacy”
• some concepts from the Biological sciences field of Genetics
Participants will be able to describe:
• and demonstrate several “literacies of science”
• ways to evaluate the quality of “literacies of science”
![Page 5: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/5.jpg)
6 66
ENGAGE
![Page 6: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/6.jpg)
7 77
Four stages of learning
Aware that I know Aware that I don’t know
Unaware that I know Unaware that I don’t know
AWARE
UNAWARE
KNOW DON’T KNOW
![Page 7: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/7.jpg)
8 88
Claims claims claims!!!• Whenever a student makes a representation about a science
phenomenon whether verbal, written, gestured, drawn ….they are making a “claim” about what they do or don’t understand at that point.
• These claims are like “gold” and provide teachers with insights into students’ thinking. Delving into these claims with questions is like digging for more gold.
![Page 8: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/8.jpg)
9 99
EXPLORE
![Page 9: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/9.jpg)
101010
A bold statement
“You cannot claim to know something without
being able to represent it!” (Prof Vaughan Prain, La Trobe University)
![Page 10: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/10.jpg)
11 1111
The confusion!
Three different expressions are used.
What do they mean? How are they similar?
How are they different?
literacies of science
scientific literacy
everyday literacies
![Page 11: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/11.jpg)
121212
Labelled diagram
• Draw a labelled diagram of a DNA molecule
• Discuss the size of the molecule and where it is located
• Make a list of what you don’t know about the representation and discuss how you might find out
![Page 12: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/12.jpg)
131313
Everyday literacies
• are the literacy skills students bring to the learning process
• are tools of learning
• are processes and practices that represent what learners know, do or demonstrate when they represent and communicate understanding
• involve multiple modes of representation.
![Page 13: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/13.jpg)
141414
EXPLAIN
![Page 14: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/14.jpg)
151515
Diagrams of DNA
![Page 15: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/15.jpg)
161616
Literacies of science
• are particular language practices, processes and products that students learn about and use to represent and communicate their understanding of science concepts and processes
• are multi-modal: factual text, data tables, labelled diagrams, symbols, graphs, models, drawings, computer-generated images, gestures, role-plays.
![Page 16: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/16.jpg)
171717
July 25th 2014Rosalind Franklin’s 94th birthday
Visual representations can drive the science understanding…DNA
![Page 17: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/17.jpg)
181818
The relationship
Literacy skills do not develop in
isolation from a context.
In PrimaryConnections:• students use everyday literacies
and learn literacies of science
• the science context provides a
meaningful purpose for literacy development.
![Page 18: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/18.jpg)
191919
So what is scientific literacy?
The use of everyday literacies to learn
about science concepts and processes –
including the development of the literacies
of science – contributes to students’
developing scientific literacy as they
learn about, communicate and represent
science understanding.
![Page 19: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/19.jpg)
202020
Scientific literacy is a high priority for all citizens, helping them to:
• be interested in, and understand the world around them• engage in the discourses of and about science• be sceptical and questioning of claims made by others about
scientific matters• be able to identify questions, investigate and draw evidence-
based conclusions• to make informed decisions about the environment and their
own health and well-being.
Defining scientific literacy
Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.
![Page 20: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/20.jpg)
212121
Scientific literacy develops
___________________________________________________None/very little informed adult
‘The notion of progress in scientific literacy is fundamental to the growth in students’ knowledge and understanding of scientific concepts and processes and the ability to use that knowledge and understanding in everyday situations.’
Goodrum, D., Hackling, M. and Rennie, L. (2001). The status and quality of teaching and learning
of science in Australian schools: A research report. Canberra: Department of Education, Training and Youth Affairs.
![Page 21: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/21.jpg)
222222
ELABORATE
![Page 22: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/22.jpg)
232323
Literacy focus - table
![Page 23: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/23.jpg)
242424
What was changed (independent variable)
What was measured/ observed(dependent variable)
Each row should show a different treatment, organism, sampling site etc.
Table of the number and type of organisms found in a sample of leaf litter
Organism type Number of organisms
leaves 29
Woodlouse 10
Beetle larva 4
Spider 2
Literacy of science - data tables
![Page 24: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/24.jpg)
252525
Statistics and Probability - Data
F– represents data and interprets data displays made from objects
2– gathers and organises data, displays data in lists, tables and picture graphs, and interprets the results
4 - selects appropriate methods to collect data, and constructs, compares, interprets and evaluates data displays, including tables, picture graphs and column graphs
6 - uses appropriate methods to collect data and constructs, interprets and evaluates data displays, including dot plots, line graphs and two-way tables
….Data Collection, Single variable Data Analysis, Bivariate Data Analysis…
![Page 25: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/25.jpg)
262626
Literacy focus - graph
![Page 26: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/26.jpg)
272727
Literacy of science - graphs
Horizontal (x) axis:What was changed (independent variable)
Vertical (Y) axisWhat was measured/ observed(dependent variable)
![Page 27: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/27.jpg)
282828 28
2007 TRIAL
28
Graphs: Questioning for analysis
What is the story of your graph?
Do the data in your graph reveal any patterns?
Is this what you expected? Why?
Can you explain the pattern? Why did this happen?
What do you think the pattern would be if you continued the line of the graph?
How certain are you of your results?
![Page 28: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/28.jpg)
292929
The story of graphs
![Page 29: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/29.jpg)
303030
Quality matrix for improving representationsLiteracy of science: graph
Features Characteristics of a high-quality product
Opportunity for improvement
Title Clear and accurate Write in a straight lineCheck spelling
Horizontal axis Straight lineClear labelRegular incrementsUnits of measurement
Write label clearlyMeasure the increment spaces
![Page 30: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/30.jpg)
313131
QCERQ: What question are you trying to answer?
C: What is your claim at this point?
E: What specific evidence do you have to support your claim?
R: How does the evidence support the claim? Can this be linked to a science concept? Are their alternative explanations for the data
collected? How accurate is the data?
Students need encouragement to move from making claims only to citing evidence to support the claims. Older students can make full conclusions with claims, evidence and reasoning.
The Question Starters can be used to model and practise this
process.
![Page 31: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/31.jpg)
323232
Literacy development at the Elaborate phase
• Students use their everyday literacies to plan and conduct the investigation
• Students learn the literacies of science suitable for their investigation such as data tables and graphs
• Students develop scientific literacy though the investigation process and the evidence-based discussions of the results
![Page 32: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/32.jpg)
333333
EVALUATE
![Page 33: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/33.jpg)
343434
2007 TRIAL
PrimaryConnections links science with literacy by supporting
students to:• use their everyday literacies to construct their understanding of
science concepts and processes• learn the particular literacies of science• develop scientific literacy using science as the meaningful
context by representing and re-representing their understanding and critically analysing their findings
In summary
![Page 34: 111 MakingConnections Focus on Science and Literacy.](https://reader038.fdocuments.in/reader038/viewer/2022110211/56649ec55503460f94bd0892/html5/thumbnails/34.jpg)
353535
A bold statement
“You cannot claim to know something without
being able to represent it!” (Prof Vaughan Prain, La Trobe University)