C728 Task 1

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Jan 9, 2024

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Samantha Jones 008465883 C728 Jacqueline Comas 08/18/2023 DNP Task 1: Reading Comprehension Disciplinary literacy is at its core the ability to read and understand information based on the subject. Each subject or discipline has its own set of vocabulary or terms that are used. Someone that is an English major for example would struggle to understand what a Biology or Math major uses on a daily basis and vice versa. The same goes for different jobs in each field, where as I am a student and work at a school when I talk to my husband about different trainings I have to do I have to explain to him what they are and my husband has to do the same for me with his job managing a large scrap yard. The value of disciplinary literacy is that each person in that discipline is able to understand what is being said, read, or observed and there is no miscommunication between the parties involved, for example a chemical formula does not change for a substance just because it was written by someone who speaks a different language. The formula is still the same, the periodic table does not change just because it is displayed in a biology classroom rather than in a chemistry classroom. The overlap between the two fields still allows for the disciplinary literacy to do its job and the two fields in science to work together with an understanding of the language and terminology used. There is another area that is similar to disciplinary literacy which is content area literacy, while these two areas are similar they are not the same. Content area literacy is more of a broad based method of learning that is mainly used in elementary for learning strategies to learn and retain content information. These strategies include predicting what we think may happen, essay writing such as a summary, determining important information such as formulas, names and dates, and asking questions. These strategies are often used as a study skill to help learn and remember content and are used in all of the fields of learning rather than a specific field of learning that is tailored to one subject such as with a discipline. With disciplinary literacy you are focusing on one subject and the student learns specialized practices for comprehending the text as well as critical analysis of the text, such as diagrams and how to communicate different ideas within that subject, such as which text features and structures they would use, along with the best places to source information from for the most accuracy. An example of this would be that a student in elementary might go to the library and use books off the shelf for a book report on types of reef fish, whereas a biology major would use scientific journals and online sources to give a broad look at reef fish and then narrow it down to a specific area and discuss not only the types of fish present but how they interact within the food chain, water conditions and salinity, but also what they feed on and other specific information that is relevant to that area and topic. The biology student is much more in depth with their information and very specific within that field of study rather than just a broad overview of the information that may be outdated and covers the very surface of the topic. In the sample reading, Sample Science text: Amusement Park Physics, there are reading strategies that students would need to fully understand the text such as

vocabulary, technological literacy and text complexity. This sample pack a lot of information into a short passage of only four paragraphs and if the students do not have a basis already for the subject they will not understand what they are reading. This sample uses terms such as rotational dynamics, energy conversion, slope of acceleration and different forms of energy. A student that does not understand what these different terms mean will not understand what the passage is actively conveying and will therefore not be able to fully comprehend the material as it is written. It would have to be simplified into a completely different passage and completely rewritten for them. For this passage we would have to learn the different terms used as well as possibly demonstrating what some of the terms mean. The complexity of the passage is linked directly to the students ability to read and comprehend the passage as written. With a student that has never heard these terms the passage would be extremely difficult for them whereas a second or third year science major would be able to read the passage with ease and comprehend what was being said. To incorporate one of these disciplinary reading strategies into an activity for classroom I would start with selecting the vocabulary terms and having the students find the definitions for those terms. I would start with the terms for the types of energy and the transfer of that energy from one phase to the next. I would then have the students break into small groups and using those terms create a visual aid that would help them remember it based off the reading. This could be something as complex as using popsicle sticks to create a ramp for a toy car or as simple as creating a pendulum that swings to show types of energy. This may even be a drawing that shows the types of energy. By having the students be interactive and hands on this allows for the students to create a deeper understanding of that energy and demonstrate their disciplinary literacy as they grow within that understanding, because then the students are no longer saying things such as when this falls it gets faster, the way it is said then becomes as the object begins its descent it accelerates into kinetic energy. To further that understanding I could tie into previous lessons showing how each aspect builds into the next and how everything is tied together. Such as how understanding the types of energy and acceleration ties into learning the basic principles of physics helps understand how rotational dynamics works to design a roller coaster. This can also be demonstrated in class by using children’s toys such as the hot wheels race tracks to show acceleration and deceleration as well as the different types of energy. By starting this process of building understanding with the vocabulary the students will know the terminology used and by using different means of demonstration the students develop a deeper understanding of not only the word but also how the word is used and in what context to correctly use the words. While I do know and understand that this strategy will not work for every situation in some instances a hands on approach does help to fully understand what may be confusing when using only the vocabulary definitions. By utilizing a hands on approach to learning when possible the students are able to pull from examples that they learned from and remember specifics such as the steeper the slope the faster the acceleration which allowed for the car to complete the loops. This strategy will fall under direct instruction as there are individual terms and their description, or definition, as well as using demonstrations and then finally allowing the students to use hands on methods and opportunities to use the words and terms they have learned. For students to develop the understanding they need to not only read it and see it they need to be able to apply it and by demonstrating this they are able to do to. [ CITATION The16 \l 1033 ]

References Burzynski, T. (2016, Jan 29). Learning Vocabulary in Science . Retrieved from Wisconsin Department of Public Education: https://dpi.wi.gov/science/disciplinary-literacy/vocabulary Walker, Jearl. (1985) “Amusement Park Physics.” Roundabout: Readings from the Amateur Scientist in Scientific American . New York, NY: Scientific American. From “Amusement Park Physics: Thinking About Physics While Scared to Death (on a Falling Roller Coaster)”

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