Supporting Kindergartners' Science Talk in the Context of an Integrated Science and Disciplinary Literacy Curriculum

Autor/inn/en	Wright, Tanya S.; Gotwals, Amelia Wenk
Titel	Supporting Kindergartners' Science Talk in the Context of an Integrated Science and Disciplinary Literacy Curriculum
Quelle	In: Elementary School Journal, 117 (2017) 3, S.513-537 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-5984
DOI	10.1086/690273
Schlagwörter	Kindergarten; Science Instruction; Literacy; Oral Language; Low Income Groups; Interdisciplinary Approach; Academic Standards; Quasiexperimental Design; Comparative Analysis; Experimental Groups; Control Groups; Vocabulary; Group Discussion; Teaching Methods + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Alphabetisierung; Schreib- und Lesefähigkeit; Oral interpretation; Mündlicher Sprachgebrauch; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Wortschatz; Gruppendiskussion; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Given the growing evidence of limited attention to science, disciplinary literacy, and oral language in elementary classrooms serving low-income children, this study focused on designing and testing an integrated science and disciplinary language and literacy curriculum aligned with NGSS and CCSS ELA standards for kindergarten. We used design-based implementation research (DBIR) to create curriculum materials to support children's science talk and conducted a quasi-experimental study to examine children's (N = 147) oral language outcomes. Kindergartners receiving the curriculum outperformed children in business-as-usual kindergarten classrooms in their ability to make claims, give evidence-based supports, knowledge of receptive science vocabulary, and use of vocabulary in a science context. Findings indicate that with appropriate scaffolding and support, kindergartners can engage in sophisticated science talk and that integrated curriculum materials can impact young children's science learning and science discourse. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01