What special challenges do science texts typically pose for students?

Science texts often pose a number of challenges to the uninitiated. There can be difficult new words, or familiar words with unfamiliar meanings. Abstract nouns swallow up complex processes, and passive verbs conceal the doers of deeds. Text sits cheek by jowl with other modes of representation in ways that are supposed to clarify information, but that may require new interpretive skills. Below are brief discussions of some of these challenges.

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The Reading to Learn in Science Team

 

 

Development of Reading to Learn in Science was led by Jonathan Osborne (Stanford University) through a SERP collaboration. Support for Reading to Learn in Science was provided by the Institute of Education Sciences, U.S. Department of Education through grant number R305F100026. The information provided does not represent views of the funders.

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What special challenges do science texts typically pose for students?

Reading to Learn in Science

What special challenges do science texts typically pose for students?

Science texts often pose a number of challenges to the uninitiated. There can be difficult new words, or familiar words with unfamiliar meanings. Abstract nouns swallow up complex processes, and passive verbs conceal the doers of deeds. Text sits cheek by jowl with other modes of representation in ways that are supposed to clarify information, but that may require new interpretive skills. Below are brief discussions of some of these challenges.