Thinking in Science Is Analogous to Reading Critically, or Is It?

Donna Alvermann
University of Georgia

Reading, writing, and classroom discussion have been the foci of much of my work in the past two decades. Oftentimes this work was done in the context of science classrooms. Of late, however, I have come to realize that there are some challenging issues that need addressing when it comes to drawing analogies between science thinking and critical reading. In this session, those issues will provide a springboard for rethinking what we know about science inquiry and its relation to reading critically. A primary goal of this session is for participants to add their own experiences and examples to those that I will come prepared to share with them.

presentation documents

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