AMANDA GR IMES & S T E PHAN I E K I NG

MESA PUB L I C SCHOOLS

DECIPHERING SCIENCE

LITERATURE

NSTA 2014

SESSION OBJECTIVES

• Identify and use various sources to access scientific, peer-reviewed journal articles

• Utilize reading strategies for annotating and marking text

• Review content of peer reviewed articles

• Define a literature review and outline the process

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WHY “LITERATURE”

• Other academic disciplines use primary sources…

• Science courses can use primary sources in the form of historical documents and current research papers

• Many students lack the reading skills to understand papers and the science they discuss

• We will share some strategies and sample articles to use with your students

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CRITICALLY READING

• Most students will need to read an article more than once to understand the content

• Science teachers don’t always receive instruction in reading methods and consequently are often heard saying “But I’m not a reading teacher”

• The NGSS and Common Core standards require us to teach science differently!

• The ELA has both reading and writing standards for science and technical subjects

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WHERE DO I START?

• Find sources that will stretch students’ reading ability!

• Remember to scaffold

• Start with history! Find historical articles about key ideas in your discipline

• In A Framework for K-12 Science Education, the NRC states the importance of discussions of individuals’ contributions and the history of science and engineering ideas as important components of the curriculum (p249)

• Find what we call a pair - The original article itself, and a version that was published for general reading

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SOURCES FOR ARTICLES

• We prepared a handout with links and QR Codes for you to use for yourself or with your students

• Finding free, full text articles can be hard if you don’t know where to look

1. PubMed – a service of the NIH

2. Google Scholar –What doesn’t Google do these days?

3. Are YOU a student? You local College or University online

library – log in and access all you want!

4. Your school, district, or local library collections – our

district provides access to EBSCO, SIRS and several other

online databases with free articles 6

WHY SCIENCE LITERACY

• It matters – we all are trying to improve it in our students, but why?

• They won’t all be scientists – so why do we emphasize this?

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ANNOTATING AND MARKING TEXT

• School text books have pros and cons

• Our district is moving to OCR texts – up to date, and each student can get one for about $5

• Research Papers (thanks to your new internet skills) are free, but do have to be printed or copied for each student or a class set

• We’ll share some “save the book” ideas that still allow students to mark text whether it be in a school owned text or a class set of papers

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BUT TEACHER……W H Y?!?!

• I’m sure you can hear it now…

• Allows you to personalize the text – you are having a conversation with the text

• You will read more slowly, pay attention to the content and your reactions to it or questions about specific ideas/protocols/results

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WRITING TO REMEMBER

• Write down thoughts, reactions and questions

• Identify key points

• Mini summaries near sections

• Summaries and reflection statements after completing the reading and annotation process

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MARKINGS

• You can mark how you like – but its nice to have a system

• For beginning critical readers, provide markings and grade the first few attempts

• Once complete, use your markings to summarize the article

• See the handout for summarizing text strategies

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WELL MARKED TEXT

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HIGHLIGHTING FRENZY

AKA: THE DANGER ZONE!

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GENERAL MARKING VS SCIENCE

• Teaching a series of strategies will serve students for ANY discipline’s complex text

• Unique to science writing are examples of the science process throughout a text. Students can search for, identify, and summarize various scientific processes the author is presenting using color

• See the Ch. 1 Handout for a key for colors.

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MULTIPLE READINGS

• You can probably hear this one too “ We have to read it AGAIN?!”

• Have a unique purpose with each reading – having a different goal this time will encourage the reader to use fresh eyes each time

1. Read for general understanding or identify the hypothesis

2. Mark Text, take notes, mini summaries, note lists etc.

3. Add to notes, generate questions, identify test questions

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WHY ANNOTATE AND MARK?

• A well-annotated text will accomplish all of the following:

• Clearly identify where in the text important ideas and information are located

• Express the main ideas of a text

• Trace the development of ideas/arguments throughout a text

• Introduce a few of the reader’s thoughts and reactions

• Slide Credit: Mary Gooch, CTE Literacy Coach

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LITERATURE REVIEWS

• Can be done with general or honors students

1. Identify area of interest

2. Collect a body of readings

3. Read, Annotate, Summarize Readings

4. Write your paper – a thesis statement about the theme of the readings, and then summary and synthesis of the information in all of the sources read

• Introduction to the overall topic;

• Body of the paper will contain my discussion of the sources;

• Conclusions and Recommendations based on the readings and what could be studied/discussed by future works.

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LETS READ!

• We have two article “pairs’ to share with you

• We also have two historical articles that you can use for different purposes

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WORKS CITED

• LeMaster, Jonathan. (2009). Critical Reading: Deep Reading Strategies for Expository Texts. San Diego, CA. AVID Press.

• National Research Council.(2012). A Framework for K-12 Science Education. Washington D.C. National Academies Press.

• Simonson et al. (2013). Biotechnology II: Dubuque, IA: Kendall Hunt.• Student Annotation Photos courtesy of Vicki Massey, former MPS Secondary Science Specialist

• 1. Crohn’s Disease Marked by Dramatic Changes in Gut Bacteria, March 12, 2014: http://news.sciencemag.org/biology/2014/03/crohns-disease-marked-dramatic-changes-gut-bacteria

• 2. The Treatment-Naïve Microbiome in New-Onset Crohn’s Disease March 12, 2014: http://www.cell.com/cell-host-microbe/fulltext/S1931-3128(14)00063-8

• 3. Scientists Use Stem Cells to Grow Fully Functioning Teeth in Mice August 3, 2009: http://www.theguardian.com/science/2009/aug/03/bioengineered-teeth-grown-in-mice

• 4. Fully Functional Bioengineered Tooth Replacement as an Organ Replacement Therapy August 11, 2009: http://www.pnas.org/content/early/2009/07/31/0902944106.abstract

• 5. Molecular Structure of Nucleic Acids April 25, 1953: http://www.nature.com/nature/dna50/archive.html

• 6. A Rapid Method For Viable Cell Titration and Clone Production with HeLa Cells in Tissue Culture: The Use of X-Irradiated Cells to Supply Conditioning Factors July 15,1955: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC528114/ 19