A Purely Skill Based Method for Developing Scientific Literacy in HS Students of Any Grade

In this semester-long lesson, students learn to evaluate themselves on the skills necessary to dissect scientific journal articles, and develop an individualized process. Students experience great difficulty reading journal articles, and those same articles are a wealth of authentic science. The difficulty is a result of different backgrounds, different learning styles, and different levels of scientific jargon. This lesson focuses solely on the development as a practice and therefore measures progress over all others. As in biological research, my fellowship at Reality Labs forced me to work in a self directed space. Again, like research, I had to employ a set of meta-skills, evaluate myself, and then adapt as I worked on my project. Self-education was one of the most important tasks; I had to read dense literature in a foreign subject area, sales. The readings were full of jargon I did not understand and referred to concepts and larger processes that I did not understand. Thus I built a training tool students can use to evaluate their progress as they tried to read dense, jargon rich materials. In my case it was the Go-To-Market process, and in theirs, it is scientific literature.I will build a curriculum around the process of self-reflection as students develop the ability to read dense material. In addition, students will evaluate factors that block the development of skills.The lesson will be spiraled and occur over several days. Materials will include:1) an explanation of the need and overall process. , 2) two self-evaluative (student) rubrics , 3) a third rubric that teachers can use to evaluate student self-reflection and spiraling. , 4) and slide decks that teachers can use to introduce journal articles, finding good journal articles, and identifying bad ones.