Literacy in the Chemistry Classroom: An Ethnographic Study of Effective Teaching.

A study described, analyzed, and interpreted the ways an effective high school teacher used literacy activities (reading, writing, and discussion) to teach chemistry to first-year chemistry students. The teacher selected was considered effective by peers and students and professed to intentionally use literacy activities as a means of teaching content. The teacher taught in a rural, midwestern high school located outside a mid-size university town. Field notes from classroom observations were informed by teacher interviews, as well as interviews with key student informants. Results indicated that: (1) literacy activities both depended on and fostered students' abilities to organize materials, concepts, and thinking about chemistry; and (2) the atmosphere of organization and active involvement was developed through the teacher's use of multiple literacy activities. Findings suggest that effective teachers choose instructional activities that foster direct student involvement, and that effective teachers develop teaching strategies that best suit their individual classroom contexts. (Seventeen references are attached.) (RS) *********************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. *********************************************************************** Literacy in the Chemistry Classroom: An Ethnographic Study of Effective Teaching Elizabeth B. Moje Purdue University, West Lafayette, IN Paper presented at the 42nd Annual Meeting of the National Reading Conference San Antonio, TX December, 1992 PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). " U.S DEPARTMENT OF EDUCATION Once of Educationaf Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) C This document has been reproduced as received from the person or organization originating it Minor changes have been made to improve reproduction Quality Points of new or opinions stated in this document do not neceSSOrtly represent Official OE RI position or policy Literacy in the Chemistry Classroom: An Ethnographic Study of Effective Teaching Paper presented at the 42nd Annual Meeting of the National Reading Conference San Antonio, TX December, 1992 Elizabeth B. Moje Purdue University West Lafayette, IN The purpose of this study was to describe, analyze, and interpret the ways an effective high school teacher used literacy activities (reading, writing, and discussion) to teach chemistry to first-year chemistry students. The area of chemistry was chosen because the literacy demands in this content are especially challenging for young people (Santa, Havens, & Harrison, 1989). The study of effective teachers' use of literacy activities to teach content holds great promise. The potential for reform in education as a result of studying effective teachers has been recognized in research literature (Barr, 1986; Berliner, 1986), but researchers have not concentrated their efforts in this area. Dillon's (1989) microethnography of an effective secondary teacher ,supports the need for further research in the area of effective teaching: "Careful scrutiny of how and why effective teachers facilitate classroom lessons will enable present and prospective teachers to identify and reflect upon their own actions as teachers in various contexts" (p. 257). Furthermore, ihere is a demand for improved literacy skills among secondary school students and graduates. This demand, as well as the evidence that relatively few secondary teachers incorporate literacy strategies into their teaching of specialized