Science literacy and visual thinking: Using content area literacy strategies to improve critical thinking in a secondary science classroom
Hill, Meagan E.
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This research study explored how integrating various instructional strategies and sophisticated texts can improve students’ literacy skills and critical thinking. The action research discussed in this paper took place in urban West Texas in an Anatomy & Physiology classroom with twelve participants. These participants were currently juniors and seniors ranging in ethnicity and economic background; they were randomly chosen to participate in this study. Three instructional strategies where included in this action research study covering concepts within the Nervous System, the Cardiovascular System, and the Respiratory System. During these instructional units, students were exposed to literacy assignments, visual thinking assignments and strategies to increase their 21st century learning skills. Data was taken via rubrics used for each assignment and observational data from daily interactions with students.