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Supporting Teaching and Learning Using Authentic Scientific Texts: A Rejoinder to Danielle J. Ford

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Abstract

In her commentary Danielle J. Ford mainly focused on three issues that highlight the promises and challenges for the use of Adapted Primary Literature (APL) in science curricula: the possible contribution of APL to authentic experiences in secondary schools, implementation issues of APL including the support required for the teachers, and the possibilities to extend the use of APL to younger and older students. In this rejoinder, we first offer some general comments on Ford’s commentary. Then we offer more specific comments on two areas of her response, authenticity and the support for teachers.

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Acknowledgments

We wish to thank Danielle Ford for agreeing to take part in this collaboration and for offering us extremely insightful guidance for our future work. AY is the incumbent of the Helena Rubinstein Career Development Chair.

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Authors and Affiliations

  1. Department of Science Teaching, Weizmann Institute of Science, Rehovot, 76100, Israel

    Anat Yarden & Hedda Falk

  2. Department of Didactica das Ciencias Experimentais, University of Santiago de Compostela, 15782, Santiago de Compostela, Spain

    Marta Federico-Agraso & María Pilar Jiménez-Aleixandre

  3. Centre for Research in Youth, Science Teaching and Learning, Department of Educational Policy Studies, 7-104 Education North, University of Alberta, Edmonton, AB, Canada, T6G 2G5

    Stephen P. Norris

  4. Canadian Centre for Research on Literacy, 635 Education South, University of Alberta, Edmonton, AB, Canada, T6G 2G5

    Linda M. Phillips

Authors
  1. Anat Yarden
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  2. Hedda Falk
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  3. Marta Federico-Agraso
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  4. María Pilar Jiménez-Aleixandre
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  5. Stephen P. Norris
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  6. Linda M. Phillips
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Correspondence to Anat Yarden.

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Yarden, A., Falk, H., Federico-Agraso, M. et al. Supporting Teaching and Learning Using Authentic Scientific Texts: A Rejoinder to Danielle J. Ford. Res Sci Educ 39, 391–395 (2009). https://doi.org/10.1007/s11165-008-9116-7

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  • DOI: https://doi.org/10.1007/s11165-008-9116-7

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