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Research with middle school students illustrates transmission pedagogic models of reading in science classrooms and beliefs that evaluative reading is not central to learning according to a new article in the Cambridge Journal of Education. Lead Author Associate Professor Laura Scholes from ACU’s ILSTE generates new knowledge to show that learning experiences related to reading reported by the students in the study influence their emerging science learner identities. Listening to the teacher for transmission of information and following instructions for practical activities were perceived as a good science student identity.
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