‘We don’t read in science’: student perceptions of literacy and learning science in middle school-Reference-Cited by-同舟云学术

‘We don’t read in science’: student perceptions of literacy and learning science in middle school

Published:2021-01-12 Issue:4 Volume:51 Page:451-466
ISSN:0305-764X
Container-title:Cambridge Journal of Education
language:en
Short-container-title:Cambridge Journal of Education

Author:

Scholes Laura¹^ORCID,Stahl Garth²^ORCID,Comber Barbara³^ORCID,McDonald Sarah³^ORCID,Brownlee Jo Lunn⁴^ORCID

Affiliation:

1. Institute for Learning Science and Teacher Education, Australian Catholic University, Brisbane, Australia

2. School of Education, University of Queensland, Brisbane, Australia

3. Education Futures, University of South Australia, Adelaide, Australia

4. School of Early Childhood & Inclusive Education, Queensland University of Technology, Brisbane, Australia

Funder

University of South Australia

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/0305764X.2020.1860192

Reference59 articles.

1. Variation and commonality in phenomenographic research methods

2. “Doing” science versus “being” a scientist: Examining 10/11-year-old schoolchildren's constructions of science through the lens of identity

3. Australian Curriculum Assessment and Reporting Authority [ACARA]. (2019). Foundation to year 10 curriculum: Science. Retrieved from https://www.australiancurriculum.edu.au/f-10-curriculum/science/

4. We Be Burnin'!Agency, Identity, and Science Learning

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