An Experimental Investigation of Literacy in a Secondary Education Science Classroom

Scientific concepts are not the only content learned in the science classroom. Students cannot learn science with out literacy skills. The study involved the implementation of literacy strategies in a high school chemistry classroom. The strategies involved reading, writing, listening, and speaking activities. Students were asked to draw from their prior knowledge and possible misconceptions of reality when considering new content. The use of the literacy strategies in the science classroom promoted original thought amongst the students and supported group and class discussions. Students were fully engaged and they actively participated in the activities. As a result students were consistently using newly acquired science vocabulary in conversations, when asking questions and within their writing, clearly demonstrating the success of the literacy strategies