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Anat Yarden, Department of Science Teaching, Weizmann Institute of Science, Rehovot, Israel Adapted primary literature (APL) is an educational text genre that retains characteristics of primary literature while adapting the contents to the comprehension level of high-school students (Yarden, 2009). We hypothesized that learning using APL may be a way of developing a capacity for scientific ways of thinking among students. Indeed we found that learning through APL articles provided a stimulus for question-asking by high-school students, and resulted in higher thinking levels and uniqueness (Brill & Yarden, 2003). We also examined the possible benefits of learning using APL versus secondary literature, particularly with respect to their influence on the creation and formation of scientific literacy. We found that students who read an APL article demonstrated better inquiry skills, whereas those who read a secondary literature article comprehended the text better (Baram-Tsabari & Yarden, 2005). In addition, we observed that using an APL-based curriculum in biotechnology in the naturalistic setting of the classroom led to students' cognitive and affective engagement, active learning, inquiry thinking, and understanding of the nature of science. Students’ challenges were mainly linked to the comprehension of complex, multistage, biotechnological processes and methods that are abundant throughout the curriculum and required the use of previous knowledge in new contexts (Falk, Brill, & Yarden, 2008). Our recent work shows that despite claims of comprehension difficulties students were able to coordinate between elements belonging to different epistemic status or context, i.e. theory, data, experimental stages, biotechnological applications and text (Falk & Yarden, 2009). Our findings indicate that in the context of learning using an APL article the students perform a wide array of inquiry aspects, such as exploring the theoretical basis of the experimental elements, their role within the experimental design and their practical implications. In addition, students suggest alternative methods, design experiments and predict their results. We suggest that the coordination practices performed by the students enable the emergence of authentic scientific practices and learning by inquiry. Baram-Tsabari, A., & Yarden, A. (2005). Text genre as a factor in the formation of scientific literacy. Journal of Research in Science Teaching, 42(4), 403-428. Brill, G., & Yarden, A. (2003). Learning biology through research papers: A stimulus for question-asking by high-school students. Cell Biology Education, 2(4), 266-274. Falk, H., Brill, G., & Yarden, A. (2008). Teaching a biotechnology curriculum based on adapted primary literature. International Journal of Science Education, 30(14), 18411866. Falk, H., & Yarden, A. (2009). "Here the scientists explain what I said." Coordination practices elicited during the enactment of the Results and Discussion sections of adapted primary literature. Research in Science Education, 39(3), 349-383. Yarden, A. (2009). Guest Editorial - Reading Scientific Texts: Adapting Primary Literature for Promoting Scientific Literacy. Research in Science Education, 39(3), 307-311.