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Framing new research in science literacy and language use: Authenticity, multiple discourses, and the “Third Space”
Author(s) -
Wallace Carolyn S.
Publication year - 2004
Publication title -
science education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.209
H-Index - 115
eISSN - 1098-237X
pISSN - 0036-8326
DOI - 10.1002/sce.20024
Subject(s) - scientific literacy , framing (construction) , negotiation , sociology , literacy , science education , meaning (existential) , epistemology , argument (complex analysis) , space (punctuation) , mathematics education , pedagogy , linguistics , psychology , social science , structural engineering , engineering , philosophy , biochemistry , chemistry
Abstract This article presents a theoretical framework in the form of a model on which to base research in scientific literacy and language use. The assumption guiding the framework is that scientific literacy is comprised of the abilities to think metacognitively, to read and write scientific texts, and to apply the elements of a scientific argument. The framework is composed of three theoretical constructs: authenticity, multiple discourses, and Bhabha's Third Space. Some of the implications of the framework are that students need opportunities to (a) use scientific language in everyday situations; (b) negotiate readily among the many discourse genres of science; and (c) collaborate with teachers and peers on the meaning of scientific language. These ideas are illustrated with data excerpts from contemporary research studies. A set of potential research issues for the future is posed at the end of the article. © 2004 Wiley Periodicals, Inc. Sci Ed 88: 901–914, 2004