Border crossing: science literacy. (Curriculum update: the latest developments in math, science, language arts and social studies).

What is the role of language in learning and reporting science? That's the question on the minds of scholars who recently convened to establish a university research network. "We're really trying to do some border crossing between language .and science," says Brian Hand, a professor of science education at Iowa State University. The network is currently setting an agenda for future studies.

Research is starting to shed light on the cognitive work that goes on with science students. One of Hand's current projects is helping secondary science teachers in nine schools move to a more student-centered approach with non-traditional science writing activities. Students wrote a newspaper article about science and then met with a local newspaper editor to discuss it.

In another assignment, a grade 10 genetics class communicated with eighth graders about what they had learned. "We're asking kids to use a different audience, not just write back to the teacher," Hand says. "They don't interpret their work. We have to change teacher practice."

A better understanding of science literacy would allow educators and students to make sense of patterns of natural events, understand the "big ideas" in science, and communicate to inform and persuade others to take action.

"We as science educators tend to stick to ourselves, and so do language educators. We've got to break that down a bit and get more emphasis on working with each other," he says. Administrators can help by encouraging teachers to try this approach to science education, but not expecting instant proof of success.

For information on a not-yet-published analysis of seven science and literacy studies, contact Hand at [e-mail].