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Critical analysis of science-related...

Lottero-Perdue, Pamela S.

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Critical analysis of science-related texts in a breastfeeding information, support, and advocacy community of practice.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Critical analysis of science-related texts in a breastfeeding information, support, and advocacy community of practice./
Author:	Lottero-Perdue, Pamela S.
Description:	420 p.
Notes:	Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0948.
Contained By:	Dissertation Abstracts International66-03A.
Subject:	Education, Sciences. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3169521
ISBN:	0542056801

Critical analysis of science-related texts in a breastfeeding information, support, and advocacy community of practice.
Lottero-Perdue, Pamela S.

Critical analysis of science-related texts in a breastfeeding information, support, and advocacy community of practice. - 420 p.

Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0948.

Thesis (Ph.D.)--University of Delaware, 2005.

This study examines the way in which women in a breastfeeding information, support, and advocacy (BISA) community of practice critically engage with written/oral science-related texts. The range of texts that these participants encounter is explored and two critical reading approaches are investigated: (1) critical science reading, or reading to assess text validity; and (2) critical science-related text analysis (CSTA), or reading to determine the way in which a text positions subjects or reality, is indicative of particular interests, or leaves out particular voices. The former has been addressed by science education research; the latter is based upon feminist poststructuralism and critical literacy literature. Participants in BISA encounter a wide range of science-related texts, and, to varying degrees, assess the validity of these texts based upon what they know about science, their own and others' experiences, and practical knowledge. Participants also engage in CSTA to greater and lesser extents. Also, experts in BISA are entrusted by participants in the organization to identify valid and trustworthy texts. Differences in critical science reading across participants and texts are discussed, as are the purposes for critical science reading and conditions in BISA that support these critical practices. This study informs both science education and critical literacy research, argues that critical science reading and CSTA are worthwhile practices of both everyday folks and students, and suggests that educators encourage engagement in these practices by presenting students with conflicting science-related texts, encouraging doubt in and epistemic distancing from science-related texts, and modeling critical engagement with science-related texts for students.

ISBN: 0542056801Subjects--Topical Terms:

1017897
Education, Sciences.

Critical analysis of science-related texts in a breastfeeding information, support, and advocacy community of practice.
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245 1 0 $a Critical analysis of science-related texts in a breastfeeding information, support, and advocacy community of practice.
300 $a 420 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-03, Section: A, page: 0948.
500 $a Professor in charge: Nancy W. Brickhouse.
502 $a Thesis (Ph.D.)--University of Delaware, 2005.
520 $a This study examines the way in which women in a breastfeeding information, support, and advocacy (BISA) community of practice critically engage with written/oral science-related texts. The range of texts that these participants encounter is explored and two critical reading approaches are investigated: (1) critical science reading, or reading to assess text validity; and (2) critical science-related text analysis (CSTA), or reading to determine the way in which a text positions subjects or reality, is indicative of particular interests, or leaves out particular voices. The former has been addressed by science education research; the latter is based upon feminist poststructuralism and critical literacy literature. Participants in BISA encounter a wide range of science-related texts, and, to varying degrees, assess the validity of these texts based upon what they know about science, their own and others' experiences, and practical knowledge. Participants also engage in CSTA to greater and lesser extents. Also, experts in BISA are entrusted by participants in the organization to identify valid and trustworthy texts. Differences in critical science reading across participants and texts are discussed, as are the purposes for critical science reading and conditions in BISA that support these critical practices. This study informs both science education and critical literacy research, argues that critical science reading and CSTA are worthwhile practices of both everyday folks and students, and suggests that educators encourage engagement in these practices by presenting students with conflicting science-related texts, encouraging doubt in and epistemic distancing from science-related texts, and modeling critical engagement with science-related texts for students.
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