Card image

International Journal of Business, Human and Social Sciences

ISSN: 2517-9411

Total 1 content found

Top Journal

International Journal of Architectural, Civil and Construction Sciences International Journal of Biological, Life and Agricultural Sciences International Journal of Chemical, Materials and Biomolecular Sciences International Journal of Business, Human and Social Sciences International Journal of Earth, Energy and Environmental Sciences International Journal of Electrical, Electronic and Communication Sciences International Journal of Engineering, Mathematical and Physical Sciences International Journal of Medical, Medicine and Health Sciences International Journal of Mechanical, Industrial and Aerospace Sciences International Journal of Information, Control and Computer Sciences

SUGGEST A JOURNAL

Join Scholarly today, and help us improve Open Access Journal database.

+ Sign Up

Teaching Science Content Area Literacy to 21st Century Learners

Year: 2022 Volume: 16 Issue: 9 454 - 461 Pages

Abstract: The use of new literacies within science classrooms needs to be balanced by teachers to both teach different forms of communication while assessing content area proficiency. Using new literacies such as Twitter and Facebook needs to be incorporated into science content area literacy studies in addition to continuing to use generally-accepted forms of scientific content area presentation which include scientific papers and textbooks. The research question this literature review seeks to answer is “What are some ways in which new forms of literacy are better suited to teach scientific content area literacy to 21st century learners?” The research question is addressed through a literature review that highlights methods currently being used to educate the next wave of learners in the world of science content area literacy. Both temporal discourse analysis (TDA) and critical discourse analysis (CDA) were used to determine the need to use new literacies to teach science content area literacy. Increased use of digital technologies and a change in science content area pedagogy were explored.