Connecting Students to Science through Structured Reading of Historical Nonfiction

Autor/inn/en	Straits, William J.; Zwiep, Susan Gomez; Wilke, R. Russell
Titel	Connecting Students to Science through Structured Reading of Historical Nonfiction
Quelle	In: Journal of College Science Teaching, 40 (2011) 3, S.26-31 (6 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0047-231X
Schlagwörter	Literature; Scientific Principles; Nonfiction; Reading; Nonmajors; Science Teachers; Science Curriculum; Science Education; Science Instruction; Higher Education; College Science + Suchen Sie Ihr Suchwort? Literatur; Non-fiction; Nichtfiktionaler Text; Leseprozess; Lesen; Science; Teacher; Teachers; Science teacher; Wissenschaft; Lehrer; Lehrerin; Lehrende; Naturwissenschaftliche Bildung; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen
Abstract	Success for many of our students is contingent on the degree to which they identify with and make personal connections to science. Although this may be most true of our nonmajors, it is important for us as science educators to help all our students come to view science in a personally meaningful light. The reading of historical nonfiction can assist in this endeavor, but to ensure that personal connections are made and that specific aspects of the history and nature of science are understood, students need support as they read. This article offers modified literature circles as one means for structuring students' reading. A theoretical rationale and practical advice for using this strategy within science courses is provided. (Contains 3 figures.) (As Provided).
Anmerkungen	National Science Teachers Association. 1840 Wilson Boulevard, Arlington, VA 22201-3000. Tel: 800-722-6782; Fax: 703-243-3924; e-mail: membership@nsta.org; Web site: http://www.nsta.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10