Literature circles and primary sources: exploring science literacy in dual credit chemistry

Abstract

Many of today's high school students struggle with reading high school and college level texts, particularly in content areas. Two literacy strategies were implemented in high school dual-credit chemistry to target science literacy skills. Students participated in four weeks of literature circles, in which they analyzed a different science primary source article each week, then met in groups to discuss each article. Each student focused on a different literacy skill each week: vocabulary, summarizing, data analysis, and connecting readings to real life and class content. A science literacy assessment, student surveys, and interviews were conducted pre- and post- treatment to determine the effectiveness of the strategies. This was a mixed-methods study in which data was analyzed both qualitatively and quantitatively to gain a holistic view of the effects of the study. Student scores on the science literacy assessment increased post-treatment, showing that literacy skills increased. Analysis of student survey and interview data also suggests that students felt more confident in their reading and analysis skills because of the strategies. Students especially loved the group aspect of the literature circles, and benefitted from seeing the other roles modeled each week and hearing their peers' perspectives on the readings.