Chemistry Reference
In-Depth Information
mastering the natural sciences. It is important that each student is able to understand
and explain the fundamental concepts of chemistry in clear, unequivocating lan-
guage. Phillips and Norris (
1999
) and Norris and Phillips (
2003
) also mention the
specific ability to infer meaning from a text, including the capability of employing
information rationally during discourse or decision-making in science-related,
personal and social issues, as one of the main features of scientific literacy. In
this regard, it is important that chemistry lessons explicitly and directly emphasise
both language and students
linguistic competencies. Scherz, Spector-Levy, and
Eylon (
2005
) investigated the impact which explicit instruction of literacy and
communication abilities in middle-school science lessons can have. Their approach
included information retrieval techniques, scientific reading measures, listening and
observing tips, scientific writing practice, information representation exercises and
knowledge presentation skill development. Their conclusion was that significant
improvements could be observed in the intervention group for some of the com-
munication skills mentioned above, when this group was compared with the control
group, in which no explicit instruction of communication and literacy skills had
taken place.
There are many different approaches for assessing scientific literacy. Some
researchers concentrated on the reader
'
s ability to construct valid arguments
based on evidence taken from the text (Duschl & Osborne,
2002
; Norris & Phillips,
2003
; Phillips & Norris,
1999
; Wandersee,
1988
). Others measured the ability of
the reader to raise additional questions based on what the material read, including
searching for further information necessary to answer their questions (Hofstein,
Navon, & Mamlok-Naaman,
2005
; Korpan, Bisnaz, & Bisnaz,
1997
; Norris &
Philips,
1994
).
The correct use of scientific language and the ability to understand scientific
writing are an important part of scientific literacy in the above-mentioned studies. It
is impossible to be scientifically literate (able to use, understand and explain the
main ideas of science or to participate in societal debates on science-related issues)
without understanding and being able to adequately use language in science-related
contexts. Therefore, in addition to the above-mentioned test, one test for scientific
literacy might be the ability to read and comprehend science-related articles in
newspapers (Bybee,
1997
). What exactly remains after a person
'
s school education
is over? Trying to count how many specialists or “unusual” words appear in a single
science article or in a practical task can serve as a good example (Johnstone &
Wham,
1982
). The results show that this problem worsens as the expected scientific
literacy of the audience increases. Science textbooks and articles in scientific
journals require a higher reading ability than that necessary to understand normal
prose such as that found in widely available, best-selling novels or magazines.
When structuring chemistry lessons, this means that the pedagogical strategies
chosen by teachers should not only take account of the students
'
foreknowledge
and skills in speaking, reading and writing but also need to centre all learning
efforts on the use of scientific language.
A strong separation between language skills and science is widespread thinking.
In schools not just the students but also a majority of both language and science
'
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