STEM学科素养:本科生阅读什么，他们如何阅读，我们能否更有效地教授科学阅读?

IF 2.5 Q1 Social Sciences

Higher Education Pedagogies Pub Date : 2021-01-01 DOI:10.1080/23752696.2021.1882326

Katharine E. Hubbard

{"title":"STEM学科素养:本科生阅读什么，他们如何阅读，我们能否更有效地教授科学阅读?","authors":"Katharine E. Hubbard","doi":"10.1080/23752696.2021.1882326","DOIUrl":null,"url":null,"abstract":"ABSTRACT There have been calls for Science Technology Engineering and Mathematics (STEM) education to become more interdisciplinary, reflecting the reality of contemporary research. However, communicating across disciplines is challenging. In this article, I explore what and how students read in the STEM disciplines`. I provide an overview of key topics in literacy research, and discuss the disciplinary nature of literacy. I compare disciplinary literacy requirements in STEM through thematic analysis of UK quality subject benchmark statements, which identifies considerable variation in the expectations of undergraduates to engage with primary research literature. I explore implications this has for interdisciplinary teaching, and present some published pedagogical strategies for engaging students in research literature. I call on STEM educators to embed inclusive disciplinary literacy teaching within curricula to support students in their reading. I also highlight the need for clear understanding of disciplinary conventions and reading expectations when designing interdisciplinary educational programmes.","PeriodicalId":43390,"journal":{"name":"Higher Education Pedagogies","volume":"6 1","pages":"41 - 65"},"PeriodicalIF":2.5000,"publicationDate":"2021-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23752696.2021.1882326","citationCount":"13","resultStr":"{\"title\":\"Disciplinary literacies in STEM: what do undergraduates read, how do they read it, and can we teach scientific reading more effectively?\",\"authors\":\"Katharine E. Hubbard\",\"doi\":\"10.1080/23752696.2021.1882326\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT There have been calls for Science Technology Engineering and Mathematics (STEM) education to become more interdisciplinary, reflecting the reality of contemporary research. However, communicating across disciplines is challenging. In this article, I explore what and how students read in the STEM disciplines`. I provide an overview of key topics in literacy research, and discuss the disciplinary nature of literacy. I compare disciplinary literacy requirements in STEM through thematic analysis of UK quality subject benchmark statements, which identifies considerable variation in the expectations of undergraduates to engage with primary research literature. I explore implications this has for interdisciplinary teaching, and present some published pedagogical strategies for engaging students in research literature. I call on STEM educators to embed inclusive disciplinary literacy teaching within curricula to support students in their reading. I also highlight the need for clear understanding of disciplinary conventions and reading expectations when designing interdisciplinary educational programmes.\",\"PeriodicalId\":43390,\"journal\":{\"name\":\"Higher Education Pedagogies\",\"volume\":\"6 1\",\"pages\":\"41 - 65\"},\"PeriodicalIF\":2.5000,\"publicationDate\":\"2021-01-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"https://sci-hub-pdf.com/10.1080/23752696.2021.1882326\",\"citationCount\":\"13\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Higher Education Pedagogies\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/23752696.2021.1882326\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"Social Sciences\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Higher Education Pedagogies","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/23752696.2021.1882326","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"Social Sciences","Score":null,"Total":0}

引用次数: 13

摘要

摘要科学、技术、工程和数学（STEM）教育越来越跨学科，这反映了当代研究的现实。然而，跨学科交流具有挑战性。在这篇文章中，我探讨了学生在STEM学科中阅读的内容和方式。我概述了识字研究的关键主题，并讨论了识字的学科性质。我通过对英国优质学科基准陈述的主题分析，比较了STEM的学科素养要求，发现本科生参与初级研究文献的期望存在相当大的差异。我探讨了这对跨学科教学的影响，并提出了一些已发表的让学生参与研究文献的教学策略。我呼吁STEM教育工作者将包容性学科素养教学纳入课程，以支持学生的阅读。我还强调，在设计跨学科教育课程时，需要清楚地理解学科惯例和阅读期望。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

查看原文本刊更多论文

Disciplinary literacies in STEM: what do undergraduates read, how do they read it, and can we teach scientific reading more effectively?

ABSTRACT There have been calls for Science Technology Engineering and Mathematics (STEM) education to become more interdisciplinary, reflecting the reality of contemporary research. However, communicating across disciplines is challenging. In this article, I explore what and how students read in the STEM disciplines`. I provide an overview of key topics in literacy research, and discuss the disciplinary nature of literacy. I compare disciplinary literacy requirements in STEM through thematic analysis of UK quality subject benchmark statements, which identifies considerable variation in the expectations of undergraduates to engage with primary research literature. I explore implications this has for interdisciplinary teaching, and present some published pedagogical strategies for engaging students in research literature. I call on STEM educators to embed inclusive disciplinary literacy teaching within curricula to support students in their reading. I also highlight the need for clear understanding of disciplinary conventions and reading expectations when designing interdisciplinary educational programmes.

求助全文

通过发布文献求助，成功后即可免费获取论文全文。去求助

来源期刊

Higher Education Pedagogies EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

7.70

自引率

4.00%

发文量

审稿时长

13 weeks

期刊介绍： The aim of Higher Education Pedagogies is to identify, promote and publish excellence and innovations in the practice and theory of teaching and learning in and across all disciplines in higher education. The journal will provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of teaching and learning issues. The journal will prove a valuable resource for individuals in the development and enhancement of their own practice, and for institutions in the promotion of the scholarship of teaching and learning. Higher Education Pedagogies will focus on disciplinary pedagogies and learning experiences; the higher education curriculum, i.e. what is taught and how it is developed and enhanced including both skills and knowledge; the delivery of the higher education curriculum; how it is taught and how students learn, and academic development; the role of teaching and learning in the development of academic careers and its place within the profession. Higher Education Pedagogies welcomes papers which are accessible to both specialist and generalist readers and are theoretically and empirically rigorous. Through advancing knowledge of, and practice in, teaching and learning, Higher Education Pedagogies will prove essential reading for all those who wish to stay informed of state-of-the-art teaching and learning developments in higher education. Higher Education Pedagogies is sponsored by the Higher Education Academy.