Disciplinary Literacy in the Science Classroom: Using Adaptive Primary Literature

• In Event: Poster Session 8
  In Poster Session: Teacher Education Across the Disciplines

Abstract

This study reports on the use of Adaptive Primary Literature (APL) during a summer professional development (PD). Teachers discussed papers from the primary literature, and created translations of the papers. We randomly selected 31 teacher-created APL products for evaluation with a rubric that was aligned with the K-12 Science Education Frameworks. We also interviewed groups of teachers at follow up sessions and individual teachers who used the APL in their classrooms. We report on two key findings: 1) teachers created respectable adaptations of primary scientific literature into APL, and 2) teachers used the APL products in their classrooms to support the discourse of science, disciplinary literacy, and the scientific enterprise. Our findings have implications for professional development, and science education.

Authors

• Michele J. Koomen, Gustavus Adolphus College

• Karen Oberhauser

• Sarah Weaver, University of Minnesota - Twin Cities