A College and Urban Elementary Classroom Collaborate in Using Writing To Learn in Science.

Autor/inn/en	Chatel, Regina G.; Lord, Carlotta
Titel	A College and Urban Elementary Classroom Collaborate in Using Writing To Learn in Science.
Quelle	(1998), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Tagungsbericht; Bilingual Education; College School Cooperation; Elementary School Students; Higher Education; Interdisciplinary Approach; Intermediate Grades; Science Instruction; Spanish; Teaching Methods; Transitional Programs; Urban Schools; Urban Youth; Writing Across the Curriculum; Writing Instruction + Suchen Sie Ihr Suchwort? Bilingual teaching; Bilingualer Unterricht; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Mittelstufe; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Spanisch; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Youth; Jugend; Schreibunterricht
Abstract	In a fifth-grade transitional bilingual class in Hartford (Connecticut), a project was conducted to focus on writing to learn in science. The process of writing facilitates development of critical thinking, deepens understanding of science content, and develops collaborative learning skills. The example of a set of lessons on the skeleton illustrates how students write their own books about the skeleton. The book format created student interest and enhanced motivation, but experiences with this project indicate that some adjustments are needed to teach the lessons in the future. Among the problems was the limited technical vocabulary of these students who were learning English. In addition, the school lacked reference materials in English and Spanish to support student learning. Results indicate that students writing to learn in science used writing to understand the science content and then improved their writing through the projects. (Contains 11 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01