Science as a way of knowing: Using Reader Response as a means to construct a personal understanding of science literature.

Abstract

Reader Response, a three-component sequence of responding to text: initial response, feeling response, and memory response, was used to allow undergraduate elementary education pre-service interns to write reflective narratives to both fiction and non-fiction science related literature in an environmental science class. Reader Response provided a means for interns to understand scientific writing by constructing their own personal meaning of what they had read. Results from this project provide insight into how we can use science related literature as a means to move beyond science content and allow students opportunities to apply scientific understanding that is relevant to their lives. Implications of this study extend to elementary grades where children can incorporate reader response and respond to the embedded science in children's literature and extend an understanding of how scientific information impacts on their personal lives.