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dc.contributor.advisorVeronesi, Peter
dc.contributor.authorThresh, Lauren C.
dc.date.accessioned2021-09-07T21:58:07Z
dc.date.available2021-09-07T21:58:07Z
dc.date.issued12/23/2016
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5891
dc.description.abstractThe intention of this literature review is to advocate for the incorporation of Adapted Primary Literature (APL) into secondary science classroom instruction in order to aid such science curriculum in achieving balanced authenticity. APL is a valuable instructional text option due to its novel design, an optimal compromise between authenticity and accessibility. APL is a superior reflection of authentic science as it is for professionals of science and in representation of the nature of science (NOS) than Secondary Literature (SL) and textbooks, the dominating scientific text genres of most secondary science classroom instruction. Yet, APL is more accessible in text sophistication and structure than arguably the most authentic genre, Primary Scientific Literature (PSL). In other words, due to such negotiated design, APL could prove invaluable at addressing a multitude of science education objectives associated with authenticity, such as those pertaining to the following common categorical headings: literacy, argumentation, inquiry, concept competence, and the nature of science, to name a few. In addition, APL may address the contemporary science education goals of increased student interest, motivation, and pursuit of scientific endeavors. After all, the current and likely future direction of the global economy, professional atmosphere, consumer decision-making, technological advancements, and environmental threats has required that science education be concerned with far more than just student memorization of content within an isolated, singular disciplinary year. Suggested remedies for potential incorporation challenges, areas in need of further research, and common contrary research positions will be included to provide a comprehensive and supportive examination of APL implementation. No instructive technique is without tradeoffs. Like any other educative method, the success of APL implementation is greatly influenced by the quality of surrounding instruction. Possessing scientific authenticity “in some defined way is never sufficient justification by itself for engaging in an educational practice. Authenticity is no guarantee of effectiveness” (Norris et al., 2009, p. 407).
dc.subjectAdapted Primary Literature
dc.subjectScience
dc.subjectScientific Literacy
dc.subjectAuthenticity
dc.subjectPrimary Scientific Literature
dc.subjectAuthentic Text
dc.subjectAdolescent Classroom
dc.titleAdapted Primary Literature (APL): An Effective Authentic Text Option for the Science Classroom
dc.typethesis
refterms.dateFOA2021-09-07T21:58:07Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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