Discussion of Disciplinary Literacy in the Science Classroom

Authors

  • Julie L. Szabo University of Toledo

Keywords:

Disciplinary Literacy, Science, Content Area Reading, Discourse Theory

Abstract

Disciplinary Literacy in the science classroom is often overlooked as part of a science curriculum.  Instead, teachers focus on content area reading which is a generalized approach applied across all disciplines.  This manuscript explores what disciplinary literacy is and provides a comparison to content area reading.  It examines a supporting theory of disciplinary literacy and discusses science’s distinction as a unique discipline.  In addition, current implementations and recommendations for classroom utilization of the technique are addressed. 

We, as science educators, need to recognize the essentiality of science disciplinary literacy to appreciate why our profession may need guidelines regarding how to implement this method for the benefit of our students.

References

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Next Generation Science Standards. 4 June 2020, www.nextgenscience.org/
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Tang, K., (2016). How is disciplinary literacy addressed in the science classroom?: A Singaporean case study. Australian Journal of Language and Literacy, 39 (3), 220 – 233.

Published

2020-10-16

How to Cite

Julie L. Szabo. (2020). Discussion of Disciplinary Literacy in the Science Classroom. Learning to Teach, 9(1). Retrieved from https://openjournals.utoledo.edu/index.php/learningtoteach/article/view/393

Issue

Section

Section on Science