Science literacy and information literacy in a middle school

CINF 48

Jennifer E. Lewis1, Troy D. Sadler2, Teresa Eckart1, and Katherine M. Whitley3. (1) Department of Chemistry, University of South Florida, 4202 E. Fowler Ave SCA400, Tampa, FL 33620-5250, (2) School of Education, Indiana University, 201 N. Rose Ave., Bloomington, IN 47405, (3) Tampa Library, University of South Florida, 4202 E. Fowler Avenue, Tampa, FL 33620
Chemistry literacy and information literacy were integrated in a project involving University of South Florida faculty, graduate students and a local community middle school. The project was a pilot plan for enhancing science and information literacy in middle school students along with their families. The project introduced students and their families to the use of scientific information to make decisions about a socioscientific issue--namely, global warming. In addition to seeking and evaluating scientific information pertinent to the issue, students and parents performed laboratory activities investigating the properties of gases. The pilot was successful; interviews revealed that both parents and students valued the experience and that the activities were seen as an integrated whole. Additional study is required to assess the effectiveness of the activities within the project, specifically with regard to the integration of subject-specific science literacy and information literacy.
 

Sci-Mix
8:00 PM-10:00 PM, Monday, August 23, 2004 Pennsylvania Convention Center -- Hall D, Sci-Mix

Division of Chemical Information

The 228th ACS National Meeting, in Philadelphia, PA, August 22-26, 2004