|
|||||
|
|
Supporting Teaching and Learning Using Authentic Scientific Texts: A Rejoinder to Danielle J. Ford |
|
| Authors: | Anat Yarden Hedda Falk Marta Federico-Agraso María Pilar Jiménez-Aleixandre Stephen P. Norris Linda M. Phillips |
| Affiliation: | (1) Department of Science Teaching, Weizmann Institute of Science, Rehovot, 76100, Israel;(2) Department of Didactica das Ciencias Experimentais, University of Santiago de Compostela, 15782 Santiago de Compostela, Spain;(3) Centre for Research in Youth, Science Teaching and Learning, Department of Educational Policy Studies, 7-104 Education North, University of Alberta, Edmonton, AB, Canada, T6G 2G5;(4) Canadian Centre for Research on Literacy, 635 Education South, University of Alberta, Edmonton, AB, Canada, T6G 2G5 |
| Abstract: | In her commentary Danielle J. Ford mainly focused on three issues that highlight the promises and challenges for the use of Adapted Primary Literature (APL) in science curricula: the possible contribution of APL to authentic experiences in secondary schools, implementation issues of APL including the support required for the teachers, and the possibilities to extend the use of APL to younger and older students. In this rejoinder, we first offer some general comments on Ford’s commentary. Then we offer more specific comments on two areas of her response, authenticity and the support for teachers. |
| Keywords: | Adapted primary literature Reading scientific texts Inquiry Authenticity Teachers’ support |
| 本文献已被 SpringerLink 等数据库收录！ | |