Dissertation/Thesis Abstract

The role of text placement as a mechamism to increase science literacy
by Young, Erica L., M.S., California State University, Long Beach, 2015, 113; 1585818
Abstract (Summary)

The United States has fallen behind other countries in terms of science literacy which has had a negative impact in terms of people having jobs in the Science, Technology, Engineering, and Mathematic fields. Reforms have been made to start to address this problem through the adoption of Common Core and Next Generation Science Standards to help students become better critical thinkers and independent learners that prepares students to be college and career ready. This study focuses on how can we effectively merge the body of research related to how students learn science and facilitate an experience where text is used in a meaningful way to promote science literacy. Eighth grade students were split into two groups: one group used literature before inquiry and the other after inquiry. This study assesses the timing text is introduced on dislodging students' misconceptions and their ability to write evidence-based argument through a density unit to promote science literacy.

Indexing (document details)
Advisor: Gomez-Zwiep, Suzan
Commitee: Henriques, Laura, Martin-Hansen, Lisa
School: California State University, Long Beach
Department: Science Education
School Location: United States -- California
Source: MAI 54/04M(E), Masters Abstracts International
Subjects: Special education, Science education
Keywords: Argumentative writing, Density, Discrepant event, Misconceptions, Science literacy
Publication Number: 1585818
ISBN: 978-1-321-65209-3
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