Reading an article - Revision history

Bjoern at 17:48, 6 February 2015

2015-02-06T17:48:17Z

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	~~{{ORBITreading}}~~{{Rinfo		{{Rinfo
	\|type= Lesson idea		\|type= Lesson idea

Bjoern at 17:48, 6 February 2015

2015-02-06T17:48:05Z

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	\|attribution={{James de Winter}} {{Simon Knight}}		\|attribution={{James de Winter}} {{Simon Knight}}
	\|subject= Science, literacy, secondary, science		\|subject= Science, literacy, secondary, science
	\|topic= Reading		\|topic= Reading skills
	\|tagline=Encouraging students to read about science beyond the textbook		\|tagline=Encouraging students to read about science beyond the textbook
	\|resourcenumber= SC0010		\|resourcenumber= SC0010

Bjoern at 17:29, 6 February 2015

2015-02-06T17:29:41Z

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Bjoern: subjects, ages, types

2012-09-28T15:43:49Z

subjects, ages, types

← Older revision		Revision as of 15:43, 28 September 2012
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	\|attribution={{James de Winter}} {{Simon Knight}}		\|attribution={{James de Winter}} {{Simon Knight}}
	\|subject= secondary, science~~, literacy~~		\|subject= Science, literacy, secondary, science
	\|topic= Reading		\|topic= Reading
	\|tagline=Encouraging students to read about science beyond the textbook		\|tagline=Encouraging students to read about science beyond the textbook
	\|resourcenumber= SC0010		\|resourcenumber= SC0010
	\|final=yes		\|final=yes
	\|age= ~~Secondary,~~ KS4, KS3,		\|age= KS4, KS3, Secondary
	\|title= Reading and discussing popular science articles		\|title= Reading and discussing popular science articles
	\|image=Readingscience.png		\|image=Readingscience.png

Bjoern: Adding attribution

2012-09-28T14:00:25Z

Adding attribution

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	\|subject= secondary, science, literacy		\|subject= secondary, science, literacy
	\|topic= Reading		\|topic= Reading

Caroline.jestaz at 10:00, 24 September 2012

2012-09-24T10:00:10Z

← Older revision		Revision as of 10:00, 24 September 2012
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	\|image=Readingscience.png		\|image=Readingscience.png
	\|tagline=Read. Get the world's view and see how science works for real		\|tagline=Read. Get the world's view and see how science works for real
	\|content= Reading scientific articles moves students beyond textbook learning and of course, helps expand their knowledge. More than this, encouraging reading offers opportunities to compare ~~the~~ messages of popular science writing with the writing for academics. For example, students could compare articles written on the MMR vaccine by 'behind the headlines' bloggers with some mainstream pieces. They could discuss scientific communication, its popularity, the need to explain terms, the use of images~~; the use of~~ terminology, ~~and~~ sometimes, the complete avoidance of terminology. As teacher, you could instigate discussion of peer review, the process of publishing and the structure of academic articles. You could encourage students to write a blog, or a 'wiki' on science and to think about science communication in ~~whatever context~~.		\|content= Reading scientific articles moves students beyond textbook learning and, of course, helps expand their knowledge. More than this, encouraging reading offers opportunities to compare messages in popular science writing with the writing for academics. For example, students could compare articles written on the MMR vaccine by 'behind the headlines' bloggers with some mainstream pieces. They could discuss scientific communication, its popularity, the need to explain terms, the use of images and terminology and, sometimes, the complete avoidance of terminology. As teacher, you could instigate discussion on peer review, the process of publishing and the structure of academic articles. You could also encourage students to write a blog, or a 'wiki' on science and to think about science communication in various contexts.
	The place to start could be ~~something~~ in the news; a box of articles or a set of bookmarks you've collected. Included here are links to some less obvious sources of science articles.		The place to start could be an article in the news, a box of articles or a set of bookmarks you've collected. Included here are links to some less obvious sources for science articles.
	\|format=		\|format=
	\|strategy=		\|strategy=
	\|Learning Objectives= Depending on the activity chosen, learning outcomes may be:		\|Learning Objectives= Depending on the activity chosen, learning outcomes may be:
	* ~~Discuss~~ various media for science communication and distinguish between academic and non-academic articles		* discussing various media for science communication and distinguish between academic and non-academic articles,
	* ~~Identify~~ ways that academic work could have an accessible format and style		* identifying ways that academic work could have an accessible format and style,
	* ~~Identify~~ the differences in aims for scientific writing ~~and~~ the consequences ~~of this~~.		* identifying the differences in aims for scientific writing as well as the consequences.
	* ~~Know~~ about peer review versus writing for magazines and the web.		* knowing about peer review versus writing for magazines and the web.
	\|additional resources=		\|additional resources=
	\|useful information=		\|useful information=
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	Some sources of articles, that may suit ages 14-19		Some sources of articles, that may suit ages 14-19
	* Choose an article for discussion in class from BlueSci (http://www.bluesci.org), a science magazine produced by students at the University of Cambridge (Creative Commons license)		* Choose an article for discussion in class from BlueSci (http://www.bluesci.org), a science magazine produced by students at the University of Cambridge (Creative Commons license)
	* Collect articles and tag them into categories for pupils to read regularly. ~~E.g. See~~ this student teacher's collection of [http://delicious.com/sjgknight/psychology psychology links on Delicious]		* Collect articles and tag them into categories for pupils to read regularly. For example, check this student teacher's collection of [http://delicious.com/sjgknight/psychology psychology links on Delicious]
	* Look at the balance of media coverage of health stories. Contrast them with the original news articles. See [http://www.nhs.uk/news/Pages/Howtoreadarticlesabouthealthandhealthcare.aspx NHS Choices 'Behind the Headlines']		* Look at the balance of media coverage of health stories. Contrast them with the original news articles. See [http://www.nhs.uk/news/Pages/Howtoreadarticlesabouthealthandhealthcare.aspx NHS Choices 'Behind the Headlines']
	* For advanced readers see this directory ~~of blogs~~ based on research articles [http://researchblogging.org/ Research Blogging]		* For advanced readers, see this blog directory based on research articles [http://researchblogging.org/ Research Blogging]
	* Or see these open access journals from various scientific fields [http://www.plosone.org/home.action PLoS ONE publishers] }}		* Or see these open access journals from various scientific fields [http://www.plosone.org/home.action PLoS ONE publishers] }}
	[[Category:Secondary]]		[[Category:Secondary]]
	[[Category:Science]]		[[Category:Science]]

SimonKnight at 08:15, 24 September 2012

2012-09-24T08:15:31Z

← Older revision		Revision as of 08:15, 24 September 2012
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	\|additional resources=		\|additional resources=
	\|useful information=		\|useful information=
	\|related resources=See Listening to scientists - a collection of interviews on ORBIT		\|related resources=See Listening to scientists - a collection of interviews on ORBIT [[Listening series - C105]]
	\|other=		\|other=
	\|resources=		\|resources=

SimonKnight at 08:13, 24 September 2012

2012-09-24T08:13:36Z

← Older revision		Revision as of 08:13, 24 September 2012
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	\|tagline=Encouraging students to read about science beyond the textbook		\|tagline=Encouraging students to read about science beyond the textbook
	\|resourcenumber= SC0010		\|resourcenumber= SC0010
			\|final=yes
	\|age= Secondary, KS4, KS3,		\|age= Secondary, KS4, KS3,
	\|title= Reading and discussing popular science articles		\|title= Reading and discussing popular science articles

Rf366 at 22:19, 20 September 2012

2012-09-20T22:19:12Z

← Older revision		Revision as of 22:19, 20 September 2012
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	\|age= Secondary, KS4, KS3,		\|age= Secondary, KS4, KS3,
	\|title= Reading and discussing popular science articles		\|title= Reading and discussing popular science articles
	\|image=~~Readingscience1~~.png		\|image=Readingscience.png
	\|tagline=Read. Get the world's view and see how science works for real		\|tagline=Read. Get the world's view and see how science works for real
	\|content= Reading scientific articles moves students beyond textbook learning and of course, helps expand their knowledge. More than this, encouraging reading offers opportunities to compare the messages of popular science writing with the writing for academics. For example, students could compare articles written on the MMR vaccine by 'behind the headlines' bloggers with some mainstream pieces. They could discuss scientific communication, its popularity, the need to explain terms, the use of images; the use of terminology, and sometimes, the complete avoidance of terminology. As teacher, you could instigate discussion of peer review, the process of publishing and the structure of academic articles. You could encourage students to write a blog, or a 'wiki' on science and to think about science communication in whatever context.		\|content= Reading scientific articles moves students beyond textbook learning and of course, helps expand their knowledge. More than this, encouraging reading offers opportunities to compare the messages of popular science writing with the writing for academics. For example, students could compare articles written on the MMR vaccine by 'behind the headlines' bloggers with some mainstream pieces. They could discuss scientific communication, its popularity, the need to explain terms, the use of images; the use of terminology, and sometimes, the complete avoidance of terminology. As teacher, you could instigate discussion of peer review, the process of publishing and the structure of academic articles. You could encourage students to write a blog, or a 'wiki' on science and to think about science communication in whatever context.

Rf366 at 22:18, 20 September 2012

2012-09-20T22:18:35Z

← Older revision		Revision as of 22:18, 20 September 2012
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	\|age= Secondary, KS4, KS3,		\|age= Secondary, KS4, KS3,
	\|title= Reading and discussing popular science articles		\|title= Reading and discussing popular science articles
	\|image=Readingscience1.~~jpg~~		\|image=Readingscience1.png
	\|tagline=Read. Get the world's view and see how science works for real		\|tagline=Read. Get the world's view and see how science works for real
	\|content= Reading scientific articles moves students beyond textbook learning and of course, helps expand their knowledge. More than this, encouraging reading offers opportunities to compare the messages of popular science writing with the writing for academics. For example, students could compare articles written on the MMR vaccine by 'behind the headlines' bloggers with some mainstream pieces. They could discuss scientific communication, its popularity, the need to explain terms, the use of images; the use of terminology, and sometimes, the complete avoidance of terminology. As teacher, you could instigate discussion of peer review, the process of publishing and the structure of academic articles. You could encourage students to write a blog, or a 'wiki' on science and to think about science communication in whatever context.		\|content= Reading scientific articles moves students beyond textbook learning and of course, helps expand their knowledge. More than this, encouraging reading offers opportunities to compare the messages of popular science writing with the writing for academics. For example, students could compare articles written on the MMR vaccine by 'behind the headlines' bloggers with some mainstream pieces. They could discuss scientific communication, its popularity, the need to explain terms, the use of images; the use of terminology, and sometimes, the complete avoidance of terminology. As teacher, you could instigate discussion of peer review, the process of publishing and the structure of academic articles. You could encourage students to write a blog, or a 'wiki' on science and to think about science communication in whatever context.