Developing disciplinary literacy instruction in the sciences

Abstract

Disciplinary literacy is the specific ways of using and thinking with the language and representations of the discipline to learn and participate in the discipline. Despite decades of research arguing its central role in helping students access scientific knowledge, disciplinary literacy is often not explicitly taught or highlighted in current science curriculum and instruction. <br><br>Although there has been some research that foregrounds disciplinary literacy in the sciences, these studies tend to focus on measuring the effectiveness of a prescribed curriculum designed outside the context of the classroom. In the Singapore context, there is a more urgent need to involve teachers in developing pedagogical models and strategies that build upon their existing teaching practices, rather than substituting them. Such an approach to research is more important for long term teacher development and sustainability of their teaching practice.