Critical Literacy Practices within Problem-Based Learning Projects in Science

Autor/inn/en	Wong, Suzanna So Har; Kim, Mijung; Jin, Qingna
Titel	Critical Literacy Practices within Problem-Based Learning Projects in Science
Quelle	In: Interchange: A Quarterly Review of Education, 52 (2021) 4, S.463-477 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Wong, Suzanna So Har) ORCID (Kim, Mijung) ORCID (Jin, Qingna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0826-4805
DOI	10.1007/s10780-021-09426-4
Schlagwörter	Critical Literacy; Problem Based Learning; Science Education; English Language Learners; Elementary School Students; Science Projects; Evaluative Thinking; Validity; Information Sources; Electronic Learning + Suchen Sie Ihr Suchwort? Kritisches Lesen; Problem-based learning; Problemorientiertes Lernen; Naturwissenschaftliche Bildung; Science; Project; Wissenschaft; Projekt; Gültigkeit; Information source; Informationsquelle
Abstract	Digital technologies are part of many children's everyday lives. They use them for entertainment, information seeking and connecting with friends on social media. These shifts in children's literacy practices have impacted the ways in which they learn. As more children are engaged with digital technologies, critical literacy practices are vital, particularly in our current "fake news" and misinformation era. This paper describes a case study that examined a class of elementary grade students' engagement with critical literacy practices during their problem-based learning (PBL) projects in science classrooms. A group of English language learners (ELLs) in this classroom have attracted our attention throughout our study, particularly the unique ways they engage with critical literacy practices. Our findings suggest that students are using their critical literacy skills for evaluating the validity of online information and sources during their problem-based learning projects. We conclude with suggestions to support elementary science teachers who are interested in integrating critical literacy practices within a problem-based learning approach. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01