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• W765221639 abstract "A Discourse is a characteristic way of saying, doing, and being.--Gee 2011, p. 30 Reading is critical for scientific thinking. It is a foundation for many of the skills in which scientists and engineers must be proficient, such as conducting research, developing informed conjectures, and engaging in reasoned argument (NRC 2012). Yet, students frequently find science reading difficult, time-consuming, and frustrating. Strategies they have used in other contexts, such as fiction reading, don't usually help in reading science content (Bazerman 1985). Some students abandon science reading altogether. In response, our physics professional learning community developed a simple tool to help students become better science readers. We call the strategy Vocabulary, Concept, Evidence, and Examples (VCEE). VCEE encourages students to use science inclusively, interacting with the text instead of regarding the text as separate from what scientists do. It follows James Gee's Discourse Analysis (2011), which suggests that all distinct groups have an in-language, a style, and artifacts special to their group. The in-language can include slang and technical jargon. Artifacts can include written texts, key words, tools of the trade, and symbols. Taken together, these elements form what Gee refers to as a Discourse. Examples of these groups include teachers, scientists, and street gangs. VCEE, an example of scientific Discourse, highlights the key methods scientists use while reading an article. It also reinforces the concepts in the reading. Basically, VCEE is a method of how scientists read selected material. [ILLUSTRATION OMITTED] [FIGURE 1 OMITTED] The VCEE strategy is simple and quick, so students can complete the task with little effort beyond the reading itself (Figure 1). If used regularly, it should lead to a higher level of engagement in the classroom, as the students arrive better prepared to think and speak like scientists. It is aligned to the Common Core State Standards for science literacy and for reading informational texts, particularly CCSS.ELA-Literacy.RST.11-12.2, 4, and 10 and CCSS.ELA-Literacy.RI.11-12.1, 2, 3, and 4 (NGAC and CCSSO 2010), as well as reading anchors #1 and #10 (National Wildlife Federation 2013). VCEE overview Science textbooks hold three key difficulties for students: many new and foreign-sounding terms, innovative original and sometimes counter-intuitive concepts, and peculiar or challenging examples. VCEE attacks those difficulties head on. Vocabulary key words First, students preview the reading, looking for vocabulary terms they will need to understand, without necessarily looking up definitions at this time. Students do an initial analysis of the text to engage their prior knowledge and assess their present understanding of the material (Robb 2003). It also sets them on a path to finding the meaning of the words in context as they read (Iverson 1972). According to Ulerick (2013), Any process that involves checking one's understanding is a metacognitive strategy. Therefore, just by looking for vocabulary words necessary to understand the content, the student is actively learning and also learning how to learn. Key concepts The students then outline the material to identify the key concept or concepts and demonstrate their understanding of the key ideas. Allowing them to use their own outlining or notetaking techniques in this section gives them a broad base of decision-making and makes allowances for their personal needs and time constraints. Evidence and examples Students then annotate examples and/or problems (at least one per reading) to apply the concepts in the reading unit. This may involve writing down the concept behind a step or performing algebraic calculations that the author may have omitted. This encourages students to more carefully follow the examples in the text, fleshing out the concept, and recognizing difficulties they may have in their understanding. …" @default.
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• W765221639 date "2014-04-01" @default.
• W765221639 modified "2023-09-24" @default.
• W765221639 title "A Reading Comprehension Strategy Using the Discourse of Science" @default.
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