Ch1: This chapter got me thinking about how and what I read more often than not. Aside from the texts I read for classes, I tend to read fiction (especially historical fiction) and news articles. Even when I read academic articles, I find it easiest to read them when they are written as though the author understands he or she is telling a story. In addition, the zone of proximal development model gave me some ideas for helping my students learn to read advanced science texts. The two best ideas I had, I think, are: 1) having a journal club once every other week or so, where we go through a journal article relevant to what we are covering in class. The first few times, we would do it as a class with me leading the process, but eventually, students would start leading the discussions as I take some steps back. And, 2) having students look up science in the news and having them analyze the news article and compare it to the original study. Obviously, these ideas are not mutually exclusive.
Ch2: Now that the idea for the journal club was in my head, I couldn’t help but read this chapter through that lens. Also, I kept thinking back to the history of science assignment and my own experiences beginning reading complex text in biology for labs. I began to convince myself that this could be a promising way to drill a number of topics and skills into my students’ heads, including the scientific method, making logical arguments, and condensing thoughts, among others. However, the first few times would take a while because of just how dense the material in the articles tends to be. I think this, admittedly major, obstacle could be overcome with patience and modeling.