Journal article
Examining Teacher Actions Supportive of Cross-Disciplinary Science and Literacy Development among Elementary Students
International journal of education in mathematics, science and technology, Vol.1(1), pp.43-55
01/01/2013
Abstract
The purpose of this study was to identify and describe teaching actions-embedded in the Science Writing Heuristic approach, a systematic teaching approach that integrates literacy instruction and argument-based inquiry learning of science-supportive of the cross-disciplinary literacy expectations necessary to compete in the 21st century. This article reports on qualitative findings from a mixed method longitudinal study conducted with 32 elementary teachers and over 700 students. The analysis of multiple layers of data identified two essential teaching action categories supportive of cross-disciplinary literacy skills development among students: (a) building an inquiry-based literacy community of social learning and (b) purpose setting, with a gradual shift of responsibility from the teacher to the student. A model is presented that emerged from the data and visually illustrates how teachers and students explore the purpose, function, mode, and audience within critical science-literacy events while engaging in science content learning.
Details
- Title: Subtitle
- Examining Teacher Actions Supportive of Cross-Disciplinary Science and Literacy Development among Elementary Students
- Creators
- Lori A. Norton-Meier - University of LouisvilleBrian Hand - University of IowaYuliya Ardasheva - University of Louisville
- Resource Type
- Journal article
- Publication Details
- International journal of education in mathematics, science and technology, Vol.1(1), pp.43-55
- Publisher
- Necmettin Erbakan Univ
- ISSN
- 2147-611X
- eISSN
- 2147-611X
- Number of pages
- 13
- Grant note
- State of Iowa through a Math-Science ESI-0537035 / National Science Foundation; National Science Foundation (NSF)
- Language
- English
- Date published
- 01/01/2013
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984374352802771
Metrics
3 Record Views