Abstract
The ability to actively and effectively read and write science text is essential to learning science and to becoming fundamentally scientifically literate. Yet most students are untrained in analytically reading and extracting meaning from science text, which has characteristics and structural forms that make it different from other prose. Lack of familiarity with handling science text makes it unappealing and may lead students to avoiding reading it. The unique character of science text was considered in the design of interactive classroom exercises to develop undergraduate students' abilities and willingness to read and write science-related text. Structured exercises in writing summaries and making verbal presentations of introductory science content were tested for effectiveness and acceptance by students. The practices and attitudes related to scholastic science reading by a class of 120 nonscience-major students enrolled in an undergraduate conceptual chemistry course at California State University, Sacramento, were characterized by survey at the beginning and end of the course in 2008. A sequence of classroom activities was administered throughout the course and responses to the activities were analyzed. Students will undertake and complete course activities that provide experience and exercise in reading and writing about science. Students often regard various such activities positively and show evidence of increased willingness and abilities to read, write, and communicate about science, which are characteristics of fundamental scientific literacy.