Insert texts that respond to the question: How do you read like a scientist?

Enjoy Ocean Literacy and learn the 7 principles of understanding ocean literacy.
Join the Canadian Network for Ocean Education (CaNOE)

Enjoy a masters student using music to explain string theory in A Cappella Science 

Here is the same student's latest video about new planet discoveries called Whole New Worlds. Enjoy!

Posters for Chemistry teachers.

An Environmental Science School Video - see an e-lab

Object-oriented Inquiry ... sometimes known by other names such as Project-focused Inquiry is useful for hands-on learning. See MentorMob for many other examples of lessons of this category

When science and literature go hand in hand. Lab Lit 

Women and science - Womenrockscience - "untold" stories of women's contribution to science.

Maker Education Organization

 Literacy includes viewing and representing. See: A music tribute to Carl Sagan.

Rocket Science 101 is a free iPad app offered by NASA designed to help students understand how rockets work. The app also helps students understand the differences between the four types of rockets most frequently used by NASA. In Rocket Science 101 students can build all four rockets in a jigsaw-like activity then virtually launch their rockets. When the rockets are launched students see the timing of each stage of the launch from surface to orbit. 


  1. I read like a scientist by questioning the validity of what I am reading. I agree with Buehl (2011) that when I am reading like a scientist I am “at the evaluating level with how an author communicates a conclusion, theory or explanation, and what evidence is presented to justify these interpretations of biological life or physical phenomena” (p. 203). I am thinking why should I believe you?

    Every textbook, classroom teacher, news article, journal article, media piece, and advertisement is a form of persuasion. Someone is always trying to snow you. Reading like a scientist is a valuable survival skill, which is why developing problem-solving skills like reasoning and logic, as well as critical thinking are part of the four foundation skill areas in the Manitoba Education curriculum (Manitoba Education, 2012). If students cannot learn to think for themselves, they will be sheep ready for the slaughter.

    Generally, I think that the education system does not properly develop problem solving skills. All too often, students accept the text as verbatim. The textbook is right. Further, students become conditioned to be afraid to be wrong. All I can say is that in my classroom, students will learn to read like a scientist.

    Buehl, D. (2011). Developing readers in the academic disciplines. Newark: International Reading

    Manitoba Education. (2012). Elements integrated into curriculum – Appendix D. Retrieved from

    Mr. Overgaard

  2. To read like a scientist you have to stay up to date with current research and findings in the field. As Buehl states, "As life long learners, we, just like scientists, need to continuously evolve our understandings to reflect new evidence, new findings, new explanations, and new theories" (pp. 97). This is important because theories are always evolving as new information becomes available.

    Secondly, to read like a scientist you have to be able to recognize and understand the terminology used within the field. Most of the terminology used is unique to this field and is important for understanding ideas and concepts. Scientist rely heavily on text-to-text knowledge and have to be able to make connections between information given and the associated diagrams or charts.

    Finally, scientists need to be able to think logically in that they can make connections between what they have read, prior knowledge and real life situations. In this way scientists can use prior knowledge as well as textual knowledge to create educated hypotheses in the content area.

    Buehl, D. (2011). Developing readers in the academic disciplines. Newark: International Reading

    Written by:
    Miss Kupskay
    Miss White

  3. How do you read like a Scientist?

    Reading like a scientist involves having an open mind to new ideas, knowledge and a progressing understanding of the world in which we live. Students with science academic knowledge gaps are more at risk for being overwhelmed by mixing prior science learning with news concepts (Buehl, 2011). However, many students who are capable of understanding concepts fall short because an author assumes the students have prior background knowledge (Buehl, 2011). Buehl (2011) suggests that “part of our tenuousness of our personal knowledge base in science is that science knowledge does not tend to stay put” (p.96). For example, modern physicists are currently proving some of Einstein’s principles based on our modern progression in knowledge. However, Buehl contradicts himself by explaining how reading like a scientist involves “eliciting prior knowledge which becomes important when concepts are abstract (p.99). Therefore, reading like a scientist involves critically thinking and always questioning, and hypothesizing things that you are reading or observing. Empirical evidence and proof is most critical in perceiving things through the eyes of a scientist.

    Scientific readings can activate many readers’ flawed understandings, na├»ve interpretations, and misconceptions (Buehl, 2011).Comprehension happens only when you actively construct meaning to text, not just when you passively receive text (Buehl, 2009). We need to continuously evolve our understandings to reflect new evidence, new findings, new explanations, and new theories (Buehl, 2011). Just like Piaget’s explanation of schema and accommodation, we too must also change the way we think about things. We must reach the final stage of equilibration, which is a balance between applying previous knowledge (assimilation) and changing behavior to account for new knowledge (accommodation)

    From my experience, I have always asked questions to get answers but I am best able to comprehend and learn new material by reading debates of a particular subject online. For example, when discussing whether or not animal testing should be mandatory for drug synthesis and use, I read both the pros and cons of animal testing to develop a greater picture of the issue at hand. I was more informed about the topic as a whole. Although I still believe that animal testing is necessary for drug administration, I can also see why many people disagree with the use of animals in drug testing. Although I do not enjoy arguing, I believe that someone playing devil’s advocate or reading information that goes against each other can play a strong role in being able to read like a scientists. Knowing the topic in a greater sense and actively constructing our knowledge as readers corrects the problem of readers falling short because they do not have prior background knowledge of a topic, while becoming more proficient at reading like a scientist.


    Buehl, D. (2009). Classroom strategies for interactive learning. (3rd ed.). Newark, DE: International Reading Association.

    Buehl, D. (2011). Developing readers in the academic disciplines. Newark, DE: International Reading Association.

    Cherry, K. (2012). Background and key concepts of Piaget's theory. Retrieved September 25, 2012 from

    Mr. Tat
    Mr. Jorundson


Note: Only a member of this blog may post a comment.