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Exploring High School Biology Students' Discussions of Multi-Genre Texts

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Title: Exploring High School Biology Students' Discussions of Multi-Genre Texts
Language: English
Authors: Kloser, Matthew (ORCID 0000-0002-4902-9854), Floyd, Catherine, Spang, Chloe, Rogers, Megan, Ottone, Nicholas, Rice, Matthew (ORCID 0000-0003-1372-6081)
Source: International Journal of Science Education. 2023 45(11):895-922.
Availability: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Peer Reviewed: Y
Page Count: 28
Publication Date: 2023
Document Type: Journal Articles
Reports - Research
Education Level: High Schools
Secondary Education
Descriptors: High School Students, Biology, Science Instruction, Group Discussion, Information Sources, Video Technology, Introductory Courses, Advanced Courses, Epistemology, Learning Processes, Reading Materials, Comparative Analysis, Literacy, Case Studies, Science Teachers, Genetics, Evolution
DOI: 10.1080/09500693.2023.2177126
ISSN: 0950-0693
1464-5289
Abstract: While expository texts are an efficient and dominant genre used by science teachers in the United States, they generally lack justification for their claims and fail to reflect science as practice. In contrast, epistemically considerate texts detail specific scientific experiments, providing the reader insight into the methods and data of a biological discovery. This multi-case exploratory comparison analysed videos of students in introductory and advanced high school biology classes who individually read and then discussed the main ideas, sources of justification, and questions raised expository and alternate biology texts. Videos of eight class periods were analysed with a focus on the types of statements students made during the discussion, points of comprehension, questions posed, and whether and how students identified sources of justification for the texts' claims. The epistemically considerate texts were perceived as more difficult to comprehend, but for both developmental levels, and particularly for students in the advanced class, these alternate texts elicited more sequences of productive talk and more elaborative, cognitively deep questions, particularly related to the practices of science. We discuss the potential implications for developing complementary sets of texts to optimise students' science learning and link elements of genre to students' reading and discussion experiences.
Abstractor: As Provided
Entry Date: 2023
Accession Number: EJ1395490
Database: ERIC
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  Data: Exploring High School Biology Students' Discussions of Multi-Genre Texts
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  Data: <searchLink fieldCode="AR" term="%22Kloser%2C+Matthew%22">Kloser, Matthew</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0002-4902-9854">0000-0002-4902-9854</externalLink>)<br /><searchLink fieldCode="AR" term="%22Floyd%2C+Catherine%22">Floyd, Catherine</searchLink><br /><searchLink fieldCode="AR" term="%22Spang%2C+Chloe%22">Spang, Chloe</searchLink><br /><searchLink fieldCode="AR" term="%22Rogers%2C+Megan%22">Rogers, Megan</searchLink><br /><searchLink fieldCode="AR" term="%22Ottone%2C+Nicholas%22">Ottone, Nicholas</searchLink><br /><searchLink fieldCode="AR" term="%22Rice%2C+Matthew%22">Rice, Matthew</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0003-1372-6081">0000-0003-1372-6081</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22International+Journal+of+Science+Education%22"><i>International Journal of Science Education</i></searchLink>. 2023 45(11):895-922.
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  Data: Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
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  Data: 28
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  Data: <searchLink fieldCode="DE" term="%22High+School+Students%22">High School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Biology%22">Biology</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Instruction%22">Science Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Group+Discussion%22">Group Discussion</searchLink><br /><searchLink fieldCode="DE" term="%22Information+Sources%22">Information Sources</searchLink><br /><searchLink fieldCode="DE" term="%22Video+Technology%22">Video Technology</searchLink><br /><searchLink fieldCode="DE" term="%22Introductory+Courses%22">Introductory Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Advanced+Courses%22">Advanced Courses</searchLink><br /><searchLink fieldCode="DE" term="%22Epistemology%22">Epistemology</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Processes%22">Learning Processes</searchLink><br /><searchLink fieldCode="DE" term="%22Reading+Materials%22">Reading Materials</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+Analysis%22">Comparative Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Case+Studies%22">Case Studies</searchLink><br /><searchLink fieldCode="DE" term="%22Science+Teachers%22">Science Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Genetics%22">Genetics</searchLink><br /><searchLink fieldCode="DE" term="%22Evolution%22">Evolution</searchLink>
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  Data: 10.1080/09500693.2023.2177126
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  Data: 0950-0693<br />1464-5289
– Name: Abstract
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  Data: While expository texts are an efficient and dominant genre used by science teachers in the United States, they generally lack justification for their claims and fail to reflect science as practice. In contrast, epistemically considerate texts detail specific scientific experiments, providing the reader insight into the methods and data of a biological discovery. This multi-case exploratory comparison analysed videos of students in introductory and advanced high school biology classes who individually read and then discussed the main ideas, sources of justification, and questions raised expository and alternate biology texts. Videos of eight class periods were analysed with a focus on the types of statements students made during the discussion, points of comprehension, questions posed, and whether and how students identified sources of justification for the texts' claims. The epistemically considerate texts were perceived as more difficult to comprehend, but for both developmental levels, and particularly for students in the advanced class, these alternate texts elicited more sequences of productive talk and more elaborative, cognitively deep questions, particularly related to the practices of science. We discuss the potential implications for developing complementary sets of texts to optimise students' science learning and link elements of genre to students' reading and discussion experiences.
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  Data: 2023
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  Data: EJ1395490
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        Value: 10.1080/09500693.2023.2177126
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      – Text: English
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