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This book specifies the foundation for Adapted Primary Literature
(APL), a novel text genre that enables the learning and teaching of
science using research articles that were adapted to the knowledge
level of high-school students. More than 50 years ago, J.J. Schwab
suggested that Primary Scientific Articles “afford the most
authentic, unretouched specimens of enquiry that we can obtain”
and raised for the first time the idea that such articles can be
used for “enquiry into enquiry”. This book, the first to be
published on this topic, presents the realization of this vision
and shows how the reading and writing of scientific articles can be
used for inquiry learning and teaching. It provides the origins and
theory of APL and examines the concept and its importance. It
outlines a detailed description of creating and using APL and
provides examples for the use of the enactment of APL in classes,
as well as descriptions of possible future prospects for the
implementation of APL. Altogether, the book lays the foundations
for the use of this authentic text genre for the learning and
teaching of science in secondary schools.
This book specifies the foundation for Adapted Primary Literature
(APL), a novel text genre that enables the learning and teaching of
science using research articles that were adapted to the knowledge
level of high-school students. More than 50 years ago, J.J. Schwab
suggested that Primary Scientific Articles "afford the most
authentic, unretouched specimens of enquiry that we can obtain" and
raised for the first time the idea that such articles can be used
for "enquiry into enquiry". This book, the first to be published on
this topic, presents the realization of this vision and shows how
the reading and writing of scientific articles can be used for
inquiry learning and teaching. It provides the origins and theory
of APL and examines the concept and its importance. It outlines a
detailed description of creating and using APL and provides
examples for the use of the enactment of APL in classes, as well as
descriptions of possible future prospects for the implementation of
APL. Altogether, the book lays the foundations for the use of this
authentic text genre for the learning and teaching of science in
secondary schools.
Science education at school level worldwide faces three perennial
problems that have become more pressing of late. These are to a
considerable extent interwoven with concerns about the entire
school curriculum and its reception by students. The rst problem is
the increasing intellectual isolation of science from the other
subjects in the school curriculum. Science is too often still
taught didactically as a collection of pre-determined truths about
which there can be no dispute. As a con- quence, many students do
not feel any "ownership" of these ideas. Most other school subjects
do somewhat better in these regards. For example, in language
classes, s- dents suggest different interpretations of a text and
then debate the relative merits of the cases being put forward.
Moreover, ideas that are of use in science are presented to
students elsewhere and then re-taught, often using different
terminology, in s- ence. For example, algebra is taught in terms of
"x, y, z" in mathematics classes, but students are later unable to
see the relevance of that to the meaning of the universal gas laws
in physics, where "p, v, t" are used. The result is that students
are c- fused and too often alienated, leading to their failure to
achieve that "extraction of an education from a scheme of
instruction" which Jerome Bruner thought so highly desirable.
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