A common barrier when developing scientific literacy in the classroom is discussed by Cook (2013, p.2) as the misinterpretation that literacy is “the study of language, text and the written word” and is not valued as a key component of teaching science. This is a misguided barrier as science is rich with literacy and opportunities for teachers to develop scientific literate students. A greater knowledge and awareness of what scientific literacy is and its value in the Australian Curriculum is necessary for educators to develop and plan meaningful and literacy-rich learning experiences in the classroom.
Another barrier to developing scientific literacy in the classroom is the transition between the old curriculum and the new curriculum.to incorporate scientific literacy (Pouliot, Bader, & Therriault, 2010 cites in Cook, 2013, p.4). Educators will need to be open-ended, responsive and flexible to address the challenges of transitioning curriculums and how this will impact their current teaching practices and approaches in the classroom.
Another barrier to developing scientific literacy in the classroom is the transition between the old curriculum and the new curriculum.to incorporate scientific literacy (Pouliot, Bader, & Therriault, 2010 cites in Cook, 2013, p.4). Educators will need to be open-ended, responsive and flexible to address the challenges of transitioning curriculums and how this will impact their current teaching practices and approaches in the classroom.