Encyclopedia of Science Education

Living Edition
| Editors: Richard Gunstone

Reading and Science Learning

  • Larry D. Yore
  • Christine D. Tippett
Living reference work entry
DOI: https://doi.org/10.1007/978-94-007-6165-0_130-2

Synonyms

Introduction

This entry begins with a brief history of trends in learning theories, reading, and science education as a platform for examining science reading. The current state of science reading research is outlined, with an in-depth consideration of contemporary science reading issues emphasizing the last decade (2003–2013) of research and development activities. Then the entry summarizes this decade, including by giving an outline of research and development activities the field needs to explore. These activities are needed to enable the creation of the evidence-based science reading instruction and preparation that is required to meet the demands of the information age. This final section also gives a sketch of some promising science reading programs for elementary, middle, and secondary schools.

Reading about science was the dominant science...

Keywords

Reading Strategy Science Text Narrative Text Trade Book Expository Text 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.
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References

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  5. Tippett CD (2011) Exploring middle school students’ representational competence in science: development and verification of a framework for learning with visual representations. PhD dissertation, University of Victoria, Victoria. Retrieved from https://dspace.library.uvic.ca:8443//handle/1828/3250
  6. Yore LD (2012) Science literacy for all - more than a slogan, logo, or rally flag! In: Tan KCD, Kim M (eds) Issues and challenges in science education research: moving forward. Springer, Dordrecht, pp 5–23CrossRefGoogle Scholar
  7. Yore LD, Bisanz GL, Hand BM (2003) Examining the literacy component of science literacy: 25 years of language arts and science research. Int J Sci Educ 25:689–725CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media Dordrecht 2014

Authors and Affiliations

  1. 1.Faculty of Education, EmeritusUniversity of VictoriaVictoriaCanada
  2. 2.Faculty of EducationUniversity of OttawaOttawaCanada